Two major problem areas are addressed. First, young women and students from minority groups, who continue to be underrepresented at the highest career achievement levels, tend to find social/emotional issues more salient than standard academic fare. Secondly, and more broadly, the world is a rapidly changing and increasingly dangerous place, requiring stronger networks of support than ever, particularly at transitional stages like adolescence. Unfortunately, however, many of the traditional support systems, like family and community, are dissolving and disintegrating. An empirically and theoretically defensible approach to addressing both of these areas of concern is the implementation of a human development course of study, starting early and building systematically over time. In such a course, students could be helped to construct principled understandings of social and emotional functioning, thereby becoming more aware of the benefits of social diversity and wiser decision-makers. Applications appropriate for working with gifted secondary school students are discussed.
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