Research has established that gifted children often develop deep sensitivities to world issues and injustices at an early age (Piechowski, 1997; Silverman, 1993). Once provided with information, they become more intensely interested in and concerned with current environmental problems (Clark, 1992; Cullingford, 1996). Although ecology is usually part of the secondary public school curriculum, the subject is often taught in rote fashion (deBettencourt & McCrea, 2000). This article discusses why and how the moral development and affective needs of gifted students at the secondary level could be more appropriately addressed through a holistic approach to environmental studies and suggests some additional strategies that allow gifted students to advance their interest in ecological issues despite—or in deference to—the scheduling constraints imposed by the regular curriculum.
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