Gifted students: Why thousands of New Zealand children go unrecognised
Thousands of gifted children across New Zealand may be going unrecognised in the classroom, with a new national programme set to change how schools identify and support them.
But a leading researcher says the initiative’s success will depend on whether teachers have the skills to put its guidance into practice.
The Ministry of Education is introducing the programme from January 2027, alongside new resources to help teachers identify gifted learners and meet their academic, social and emotional needs.
Giftedness can include exceptional intellectual, creative, social or sporting abilities, and is not limited to students who excel academically.
The ministry estimates about 50,000 New Zealand students are gifted, but says many go unrecognised because they do not fit the stereotype of an “ideal learner”.
The resources, published on the ministry’s Tāhūrangi education website, cover recognising gifted learners, meeting their learning needs and supporting their emotional wellbeing and cultural identity.
The programme is still being developed, with a procurement process underway.
Tracy Riley, a gifted education researcher at Massey University, said the real test will be whether teachers are equipped to put the guidance into practice.
“We can have all the resources in the world, but they won’t improve outcomes unless they’re used consistently in schools,” she said.
New Zealand has grappled with how to support gifted learners since the 1940s.
National guidance was introduced in the early 2000s, with schools formally required to identify gifted students and make appropriate provision for them.
But implementation has varied considerably.
A nationwide study commissioned by the ministry in 2004 found identification was narrow, with Māori, Pacific and culturally diverse learners significantly underserved.
Riley said New Zealand had a long history of recognising giftedness but support had not been sustained over time.
“We’ve had waves of enthusiasm, waves of investment and then we have long periods of neglect.”
She said gifted education had sometimes been treated as optional or “nice to have”, rather than part of every child’s right to an appropriate education.
The consequences can also extend beyond boredom in the classroom.
Students whose abilities go unrecognised may find their learning too easy or repetitive, leaving them waiting for work that challenges them. A lack of challenge can contribute to underachievement, with some gifted students appearing average despite having exceptional abilities.
Riley said gifted children could also experience frustration, anxiety, perfectionism and a sense of not belonging.
“If we fail to recognise giftedness, then we’re not just wasting talent, we’re often damaging their engagement in learning and their wellbeing and their belief in themselves,” she said.
The ministry’s resources also explore Māori and Pacific perspectives on giftedness, and how schools can better recognise learners across different cultural and socioeconomic backgrounds, including students who are gifted and have additional learning needs.
Ministry curriculum general manager Hayley Welch said the national approach was intended to improve consistency and ensure support for gifted learners had the desired impact.
The programme will include an impact measurement framework, with annual evaluation to identify what is working and what needs to change.
“When things are working, we can scale, and when things that aren’t, we can adjust, discontinue or come at it in a different way,” Welch said.
The ministry said details about student numbers would be confirmed after its procurement process was complete.
Jaime Cunningham is a Christchurch-based reporter with a focus on education and general news. She joined Newstalk ZB in 2023 after working as a sports reporter at the Christchurch Star.