High-Ability Students’ Educational Experiences in Special Secondary Schools: What Counts as Perceived Needs for Academic Talent Development?

Abstract

Research into high-ability students’ educational experiences, aiming at understanding academic talent development, has received limited attention in gifted education studies, despite students being a crucial part of classroom instruction. This article explores how high-ability secondary school students in Tanzania experience schooling to identify their perceived needs for developing their academic potential. It draws on qualitative data from focus group discussions with 73 students. The thematic analysis reveals common educational experiences among students across the study schools, most of which highlight the need for more aligned learning opportunities to help them realize their potential and contribute positively to society. The experiences and practices suggest targeted interventions to enhance learning for high-ability students in schools. The article concludes that students’ voices are vital in understanding their perceived needs for developing academic potential, and that these insights should be embraced to enhance the provision of gifted services to high-ability students in Tanzania.