This paper examines the concept of the emotionally disturbed gifted/talented student in rural areas. Areas examined include: definitions of emotional disturbance (ED) and intellectually gifted/talented (G/T), factors related to growing up rural and/or gifted which can cause conflict which may lead to emotional disturbance, school-related sources of conflict for rural gifted students, the teacher's role in climate setting and intervention to reduce conflict and to ameliorate problems of emotional disturbance, and an example of where and when to get additional help (when the teacher is not equipped to intervene).
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