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International Handbook on Giftedness pp 527–536Cite as

Gifted LearnersWho Drop Out: Prevalence and Prevention

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Abstract

Gifted dropout rates vary depending on how one defines both “giftedness” and “dropping out.” Recent empirical studies seem to agree that in contrast to allegorical estimates of 20% or higher, relatively few academically gifted learners actually leave high school without a diploma. However, dropping out clearly can be a serious problem for some gifted individuals. This chapter situates dropping out of school as an extreme manifestation of academic underachievement. Reviews of recent and emerging scholarship are considered to estimate the magnitude of this problem and to suggest possible interventions that may minimize the likelihood of the academically able learner dropping out.

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Authors and Affiliations

  1. The University of North Carolina at Charlatte, Raleigh, NC, USA

    Michael S. Matthews

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  1. Michael S. Matthews
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Correspondence to Michael S. Matthews .

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  1. Département des sciences administratives Pavillon Lucien-Brault, Université du Québec en Outaouais, 101, rue Saint-Jean-Bosco, Case postale 1250, succursale Hull, J8X 3X7, Gatineau, Québec, Canada

    Larisa V. Shavinina

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Matthews, M.S. (2009). Gifted LearnersWho Drop Out: Prevalence and Prevention. In: Shavinina, L.V. (eds) International Handbook on Giftedness. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6162-2_24

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