Underachievement and the Senate Inquiries into Gifted Education in Australia
Gifted children often face significant challenges in Australia’s education system, with underachievement, boredom, frustration, and even psychological distress being all too common. Recognising these issues, the Australian Senate has conducted two major inquiries into gifted education—in 1988 and 2001—both highlighting critical gaps in how we identify and support gifted students.
The 1988 Senate Inquiry into Gifted Education
The 1988 Senate Inquiry was the first major government investigation into gifted education in Australia. It brought national attention to the unmet needs of gifted students and called for greater support, specialised training for educators, and targeted programs to address underachievement.
The 2001 Senate Inquiry into Gifted Education
The 2001 Senate Inquiry delved deeper into the challenges faced by gifted students, finding widespread agreement across all interest groups that gifted children are being underserved by the education system. The inquiry’s key findings included:
- Underachievement and Emotional Strain: Many gifted students suffer underachievement, boredom, frustration, and psychological distress due to a lack of adequate educational opportunities.
- Insufficient Teacher Training: In most Australian states, pre-service training in gifted education remains virtually non-existent, particularly at the undergraduate level. Without proper training, teachers struggle to identify and support gifted learners, perpetuating myths and misconceptions about giftedness.
The Ongoing Challenge
Despite these two Senate inquiries, research reveals that little has changed in terms of teacher preparation. In most states, new teachers receive minimal, if any, training in gifted education. This lack of exposure not only leaves gifted students unsupported but also places undue pressure on classroom teachers who are expected to meet the needs of all learners without adequate tools or understanding.
Gifted WA continues to advocate for meaningful change in gifted education, pushing for improved teacher training, evidence-based policies, and greater awareness of the unique needs of gifted and twice-exceptional students. Together, we can work towards a system that supports all learners to reach their full potential.