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Chapter 5
The impact of COVID-19, school closure, and social
isolation on gifted students’ wellbeing and attitudes
toward remote (online) learning
Zamira Hyseni Duraku*
Naime Hoxha
Chapter Summary: This chapter presents the ndings of a study that aimed to
investigate the impact of COVID-19 and school closures on gifted students’ well-being
and attitudes about distance learning (online). The impact of COVID-19-induced
circumstances on parents of gifted children has also been investigated throughout this
study. Semi-structured interviews were conducted with (n = 20) gifted students and
(n = 10) parents of gifted students. Findings from this study show that as a result of
school closures and isolation at home, parents of gifted children felt more burdened
than usual, and that tension in the family increased. On the other hand, changes in
psychological well-being have been observed in gifted children. COVID-19 has
disrupted the routine of these children, hindered their free movement, made them feel
that they are not doing anything valuable, and caused them a series of negative feelings
and outcomes, such as: sleep disorder, boredom loneliness, sadness, anger, feelings
of helplessness, grief, lack of motivation, and laziness. Students also expressed that
they had a negative attitude towards online learning and described it as inappropriate
and inecient, with few opportunities for interaction and discussion. The chapter also
contains practical suggestions about the support needed so that gifted students can reach
their full potential in such pandemic circumstances, in other similar circumstances,
and after returning to school.
Keywords: COVID-19, Gifted students, Parents, Online learning, Psychological
Wellbeing, isolation, physical distancing
Introduction
Physical distancing, quarantine, home isolation and school closure are some of the
measures undertaken by many countries to prevent or minimize the spread of coronavirus
infectious disease 2019 (COVID-19; Murphy, 2020; Weeden & Cornwell, 2020).
* Corresponding author: Zamira Hyseni Duraku, Associate Professor, Department of Psychology, Faculty of Philosophy,
University of Prishtina, Hasan Prishtina. Address: Eqrem Çabej # 21, 10000, Prishtinë, Kosovë, email: zamira.
hyseni@uni-pr.edu, ORCID: https://orcid.org/0000-0002-8268-3962
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School closures, taken as a precautionary measure against the spread of COVID-19,
are estimated to have aected approximately 67% of children and young people
worldwide (UNESCO, 2020). In response, the majority of countries have quickly adopted
alternative means of instruction for their students; radio classes are a predominant
means of learning in Africa, online platforms are being used in most European and
Western countries, and television broadcasting has been utilized in the Balkan states,
including Kosovo (MESTI, 2020; UNESCO, 2020).
Although school closure has been reported to be an eective measure against the
spread of COVID-19 (Brooks, et al., 2020; Hyseni Duraku & Hoxha, 2020), it has
aected children’s well-being by reducing their productivity, or depriving them of
the opportunity to go to school, while limiting parents’ ability to work and forcing
them to play a leading role in child care and education (Brooks et al., 2020). While all
children are vulnerable to the eects of school closure, social isolation, and quarantine,
those that are gifted seem to have certain characteristics that might predispose them
to experience intense emotions or anxiety as a response to the COVID-19 (Amend
et al., 2020). Among those characteristics, two are relevant with respect to how these
children cope with the current COVID-19 situation or similar circumstances-changes.
The rst is heightened sensitivity that can be exhibited in several ways, including
diculty handling criticism and rejection, diculty coping with life’s “ups and downs,
” as well as picking up others’ feelings and reactions (Alberta Learning, 2004). The
second is the discrepancy or asynchrony between intellectual development (Robinson,
2008) and the ability to express and/or use their intellectual ability, which makes it
necessary to stay in safe environments, which enable them to feel dierent (Schwartz,
2013). Numerous studies, through which the eects of similar situations caused by
other pandemics have been measured, also suggest that quarantine, including its main
stressors, such as inadequate information, fear of infections, quarantine duration, and
inadequate or insucient support can cause a range of psychological consequences
in young people, including anger, monotony, and post-traumatic stress (Brooks, et
al., 2020). Circumstances similar to those of COVID-19 are suggested to cause gifted
children and young people diculty in social relationships, sleep disorders and eating
disorders, feelings of nervousness, make them feel excluded, depressed, worthless in
report on academic achievement and/or concerned for the health of others (Amend
et al., 2020).
Online learning and gifted children
Rapid advances in computer technology have enabled teaching to shift from the
traditional form in the classroom to the online format (Olszewski-Kubilius & Corwith,
2010). Online learning also enables individualized student-centered teaching approaches
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(Potts, 2019). Numerous studies in the eld of education report a number of advantages
of online learning, from which students can benet. It is reported that through online
learning there is a possibility that some subjects are organized in a more advanced
way compared to the way they are organized in school, which may be missing in the
schools where they study or the places where they live. This is especially useful for
gifted students, as it enables them to nd more meaningful and interesting resources
for them, better lecturers, that they may lack in the schools where they study or where
they live (Cavanaugh et al., 2008; Thomson, 2010).
It is also reported that through online learning it is possible to implement exible
learning methods, which enable students to choose when and where to learn. This
feature of online learning has been proven to make this format highly desirable for
dierent groups of students, who have diverse needs that are not met in regular classes
(Gilbert, 2015). This group also includes gifted students (Tomlinson, 2000), for whom
dierentiation of curricula and teaching practices is necessary in order to address their
academic needs (VanTassel-Baska & Stambaugh, 2005).
Nonetheless, when considering whether online learning is suitable for gifted students,
one must consider their learning styles and preferences for specic subjects or lessons
(Thomson, 2010), which are reported to be dierent in comparison to those of nongifted
students (Kahyooglu, 2013). Gifted students are reported to show higher academic
performance in subjects in which active participation is valued, which means that they
have the will and enjoy to learn and share their knowledge with others actively and
thus strive meet the expectations of their teachers (Kahyaoglu, 2013). Findings from
other studies have also shown that high academic performance and interest in learning
in gifted students is often the result of their intrinsic motivation, a motivation that
includes the possibility of self-control and autonomy (Lee and Olszewski -Kubilius,
2006). This factor, in the context of online learning, can be interpreted as an advantage
for gifted children, as motivation and self-regulatory skills are considered among the
key factors for success in online courses or lessons (Matuga, 2009). However, other
studies suggest that to achieve the maximum, even in the context of online learning,
it is necessary to motivate students to learn the study content, including assignments;
and the level of diculty should be tailored to the level of ability of the students.
Conversely, when study content is not appropriate to the interests and abilities of gifted
students, learning may be unattractive and monotonous to them (Reis, et al., 1993).
In addition, when the tasks are very dicult or when they are very easy, they do not
have the capacity to encourage signicant involvement or deepening of students, as
dicult tasks result in anxiety, while easy ones result in monotony (Csikszentmihalyi,
1990). Since many gifted students possess 40%-50% of the learning content even
before the start of the school year (Reis et al, 1993), monotony may be predominant
in this group.
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Learning preferences of gifted students and their attitudes
towards online learning
According to a study conducted by Young and Mclntyre (1992), gifted students
have preferences for the usual learning format rather than the online one. They prefer
to learn by engaging all the senses, especially touch, and the least the auditory sense,
which make us understand that the online context where the auditory sense (listening)
dominates may not be the most ideal way of learning for such students.
In terms of perception about online learning, Potts (2018) in her qualitative study
identied three important factors: (1) the level of opportunity for them to interact
with other participants in online courses, (2) course content, and (3) their experience
in relation to the technology used. According to this study, it has been reported that
gifted students have been concerned about the lack of social interactions within virtual
classrooms, preferring frequent interactions with the teacher and classmates. Other
studies also report that the preferences of gifted students to attend online lessons are
related to the learning content that is oered - more than the format of the lecture. As a
result, some students even choose to attend school online as a whole, mainly because
of their interest in the subjects oered by certain institutions, because they have a
need and desire to enrich their knowledge, and because such courses are lacking in
the community where they live (Olszewski-Kubilius & Lee, 2004).
Parental support
Parents as primary caregivers are considered to have a key, critical and dening
role in their children in regards to building healthy relationships, identity formation,
self-ecacy (Bowlby, 1969) or overall well-being (Cowen, 2000). In addition, there
is evidence that parental involvement and support with school commitments is an
important factor in children’s success in school, in peer relationships and self-esteem
(Caskey, Cripps, & Zyromski, 2008). Parental support is considered particularly
important throughout adolescence, with many studies suggesting that a parent’s most
important role during adolescence is to be a key gure (Soenens & Vansteenkiste,
2005). Parents can serve as a source of social support for their children, which is
dened as “verbal and non-verbal information or advice, practical help, which has
a positive impact on the receiving party, or benets them” (Gottlieb 1983, p. 28).
In addition, this form of social support and assistance provided by parents to their
children, especially during periods of increased stress, has the power to reduce or
prevent stress in their children (Beresford, 1994). In fact, other studies have shown
that parental approaches, which include: active participation in children’s activities,
and clear patterns of communication and monitoring of children, are supporting factors
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in the proper development of children and their skills, which successfully adapt to
change in dicult times (Masten et al., 1990; Werner 1993; Werner and Smith 1992;
Wyman et al., 2000).
In response to the situation with COVID-19, numerous local and international
mental health organizations and institutions have provided open resources for parents
(Parenting for Lifelong Health, 2020) and have advised the latter to engage in joint
activities with children, to cook or listen to music together, as well as talk about topics
that might be of interest to the adolescent and also involve them in planning the daily
routine and sharing responsibilities with them.
Parental stress among parents of gifted students and proper
parenting strategies
In terms of stress management, parents are suggested to allow their children to
express themselves freely about their feelings without feeling prejudiced, and to try
to hear and see things “from their perspective” (Parenting for Lifelong Health, 2020).
These tips are especially needed for parents of gifted children who face additional
challenges in their role as parents (Morawska & Sanders, 2009).
Parents of gifted children feel that they lack the necessary resources that would
enable them to address their children’s developmental issues such as perfectionism,
social diculties or high sensitivity and intensity in building relationships with peers
(Fornia & Frame, 2001). The special needs of the gifted child, in themselves can be
stressful for the family as a unit (Renati, Bonglio, & Pfeier, 2016), and parents of
these children report experiencing more parental stress compared to the parents of
average children (Bishop, 2012). Among the strategies of parents, which are suggested
to have a positive impact on gifted children, the following are suggested: being able
to emotionally support the child, being sensitive and attentive to their special needs,
providing various experiences and the parent being able to serve as a teacher or mentor
for his/her child (Jolly & Matthews, 2012).
Challenges unique to gifted students
Being gifted is often described as a “mixed blessing” (Streznewski, 1999), where
the ability to understand complex issues and the potential to excel in academia is
accompanied by challenges of various natures. The ndings of studies conducted by
Galbraith (1985) and Kunkel et al., (1992), with over four hundred gifted children
and young people, serve as evidence of the multidimensionality of the challenges that
gifted children face in the process teaching. According to these studies, “eight great
gipes” have been identied, within which children and young people have reported that:
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“(1) The work they do at school is too easy, and it’s boring for them; (2) parents,
teachers, and friends expect us to be perfect to do their best all the time, (3) Friends
who really understand them are few and far between; (4) The majority of schoolwork
is irrelevant for them; (5) Classmates often tease them about being smart; (6) They feel
overwhelmed by the number of things they can do in life; (7) they feel too dierent
and too alienated; (8) They worry too much about world problems and feel helpless
to do anything about them.”(Kunkel, et al., (1992, p. 13).
Other studies that are in line with the work of Gailbraith (Neihart & Yeo, 2018)
also report on a set of psychological issues and challenges, which are often identied
among gifted students, children and young people, in which the following are
highlighted: (1) higher levels of anxiety and uncertainty about planning for the future;
(2) romantic relationship/achievement conict related to the existence of doubts about
what is most important, a relationship with a partner or a career (Neihart, 2006), (3)
challenges in nding like-minded people with whom they have interests, abilities and
similar incentives; (4) inadequacy between the school environment and their needs
or interests; and (5) perfectionism.
Education of gifted children and young people in the world
There are a variety of programs and ways in which the needs of gifted children and
young people are met in regular classrooms, within educational institutions throughout
the world (Clark & Shore, 2004). However, how alternatives are dened to support
the education and development of gifted children depends on what is considered most
important in the context in which they live and are educated, such as the genetic or
environmental aspects (Freeman, 2005). While in eastern countries the role of the
environment is emphasized, in western countries they see the potential as immutable
and innate. It is therefore reported that these views inuence the way these countries
decide to identify and support gifted children and young people throughout their
growth, development and education (Pfeier, 2015).
There is an excessive number of practices worldwide with respect to how gifted
students’ needs are currently being met within the regular classroom (Clark and Shore
2004). This division stems from cultural dierences with respect to the importance
of genetics or the environment (Freeman 2005). Eastern countries emphasize the role
of nurture, while Western countries see one’s potential to be immutable and innate,
both of which have implications for how gifted students are identied and supported
(Pfeifer 2015).
In Europe, the demand for special services for gifted students has started since
1987, when the European Council for Higher Education was established, which is a
professional network of teachers and individuals from the academic eld (ECHA, 2014).
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However, in certain European countries there are still dierences in legal terms and
ways of support from educational institutions for gifted students (Tourón & Freeman,
2017). While gifted children in Germany can benet from special schools for them and
from schools with a “Seal of Giftedness” whose programs prioritize gift promotion
(Fischer & Müller, 2014), in the UK, regular schools are expected to provide special
opportunities for gifted children (Tourón & Freeman, 2017). Similar to the United
Kingdom, in Sweden and Denmark all children and young people, regardless of their
abilities, are oered a similar education because according to education policies in
these countries “no child should consider themselves superior to another” (Persson,
2011). The state of Norway, on the other hand, is said to have explored the possibility
of providing services to gifted students since 2007 (Education Act of Norway, 2007).
Whereas, it is reported that Portugal is facing the problem of the gap between the law
and what is really oered in school for gifted students (Tourón & Freeman, 2017),
while other countries such as Belgium, France and Italy support gifted students usually
through non-formal education provided by organizations (Clark & Shore, 2004).
Regarding in-school services for gifted students, according to the ndings of a
study in 30 dierent European countries, it was reported that within the educational
institutions of the 18 countries participating in the study, 10 of them oer services within
the enrichment/acceleration category as an opportunity to skip a class; meanwhile,
individual plans or individualized learning are reported as the least used form of
support for gifted students (reported to be used by only 15 participating countries)
although as a strategy it has proven to be the most optimal solution. Online courses,
as a form of support for gifted students, have been stated to be used very often only
by Estonia and Luxembourg (Tourón & Freeman, 2017).
Education of gifted children and youth in Kosovo
Providing special support, through the form of dierentiation or enrichment for
gifted students, so that they reach their full potential during schooling in educational
institutions is an issue specied within the legal basis in Kosovo (Assembly of the
Republic of Kosovo, 2011). Despite this, the education of gifted students has received
very little attention until recently, when it was highlighted as an issue within the
Strategic Plan for Education in Kosovo (KESP, 2017-2021), and in more detail through
administrative instruction no. 14/2019 (MESTI, 2019) for Children with Extraordinary
Intelligence, Gifted and Talented. These two documents emphasize for the rst time
the importance of having state mechanisms for the identication and support of gifted
students and explain the ways of identifying gifted children by educational institutions
in Kosovo and the ways of support, which should be provided by the same institutions
for them. However, despite the fact that support for gifted children is legally regulated
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and specied in the strategic education plan, the implementation of this support within
institutions is reported to be decient and the identication of children and young
people with exceptional intelligence in Kosovo so far has been implemented only
by local organizations, due to the lack of state identication mechanisms (MESTI,
2016; ATOMI, 2020). Therefore, despite the fact that the number of identied students
remains low, due to the lack of state identication mechanisms, these students still
need support from their schools. This in itself is a challenge, given that most teachers,
despite their long and varied experience in education, are not trained (KESP, 2016)
and therefore do not possess the skills and knowledge necessary to identify and most
importantly support gifted students. This is evidenced by the data of the ATOMI
Institute, an organization which deals with the identication and support of gifted
students. These data show that the number of gifted students identied by parents is
much higher compared to the number of those identied as gifted and nominated by
teachers (ATOMI, 2019).
Additional data also suggest that teachers have negative attitudes towards gifted
students, which may aect the provision/non-provision of services for these students
(ATOMI, 2019). Moreover, evidence from the students themselves shows that they
receive very little support from their regular school, whether from teachers or school
psychologists. All this happens even though the Administrative Instruction (14/2019)
that is in force, species that all educational institutions should include gifted students
in their annual plans, where teachers and school psychologists would be responsible
for providing support in the form of modication of subject curricula, dierentiation
in the classroom, provision of advanced learning opportunities, individual plans,
psychological services and career guidance (ATOMI, 2020; AI, 2019). Undoubtedly,
today there is more legal clarity about the responsibilities of relevant institutions
in relation to addressing the needs of gifted students; however, MESTI (2020) has
provided very little practical support to schools and parents and currently does not have
any practical guidance on any of the ways of support mentioned in the administrative
instruction.
Relevance of the study
COVID-19, in addition to causing a global public health crisis (World Health
Organization, 2020), has proven to pose challenges to education systems worldwide,
thus raising concerns about the issue of equal opportunities for all students (Hyseni-
Duraku & Nagavci, 2020). Adapting teaching to the individual needs of gifted students,
curriculum dierentiation, in addition to providing ongoing support to students, are
considered necessary to enable gifted students to reach their full potential and meet
their academic needs (VanTassel- Baska & Stambaugh, 2005).
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Since the beginning of COVID-19, in the absence of sucient and appropriate
services from educational institutions for gifted students in dierent parts of the
world, meeting the needs of students to gain new knowledge has been done mainly
by non-governmental organizations (ETSN, 2020; O’Reilly, 2020; Benakovi, 2020).
Support services for gifted students are reported to have been lacking in Kosovo as
well. As a result, gifted students throughout the COVID-19 period have been supported
by only one local organization, ATOMI, which has provided enrichment programs,
advanced learning resources, and psychological counselling for children and parents
(ATOMI, 2020).
Although there is an international consensus that most countries rest their hopes on
the shoulders of gifted persons, the level of support in order to realize their potential
is estimated to be insucient (Persson, 2010). Also, not infrequently, myths about
gifted students and their education such as: “gifted students do not need help”, “they
can do it alone” or “special programs for gifted children are elite”, have made the
journey in search of better quality education more dicult for gifted children and
their parents (NAGC, 2009). Moreover, teachers, despite trainings on working
with gifted children, are reported to have negative attitudes towards this group of
students; they are often perceived as not well adapted; less pro-social or emotionally
unsustainable (Preckel et al., 2015). These and other similar beliefs can undoubtedly
have an impact on teachers’ expectations of these students and the way they interact
with them (Matheis et al., 2018).
In order for gifted students to reach their full potential, they need multidimensional
and ongoing support, through classroom dierentiation, enrichment programs, advanced
literature, and better quality opportunities (ATOMI, 2020). Therefore, it is necessary to
research the experience of these students with online learning throughout COVID-19
and their attitudes regarding online learning, if we aim to achieve the universal goal
of sustainable, individualized and accessible education (Hyseni-Duraku & Nagavci,
2020). In addition, parents of gifted students are responsible for making decisions about
the suitability of an academic program for the special needs of children (Colangelo &
Dettmann, 1983) and report experiencing higher levels of parental stress compared to
parents of students with average abilities as a result of their child’s potential (Bishop,
2012). Therefore, parents need more information that could help them make decisions
and help their children get an education.
Since gifted students are known to be prone to unique psychological challenges,
some of which are directly related to or have an impact on their school experience
(Neihart & Yeo, 2018), the current study aims to explore the impact of COVID-19
and closure of schools in the welfare of gifted children and attitudes about distance
(online) learning. In order to understand and address these issues, it is important to
have data on the eects of these circumstances and changes in the format of schooling,
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which can later serve as a basis for intervention programs and as a guide for future
studies that explore additional inuential factors during or during the next phases of
COVID-19, whether in online learning or regular schooling. The ndings of this study
can serve as a guide for policy makers, school leaders, and other stakeholders involved
in creating quality-schooling opportunities for gifted students and/or to ensure that
the needs of gifted students are being met.
Methodology
Research approach: This study used a qualitative research design. To explore the
factors inuencing the well-being and daily activities of gifted children and their
parents during the COVID-19 pandemic period, a descriptive phenomenological
research approach18 was used.
Participants: Of the total number of participants, (n = 12) gifted students were boys,
while (n = 8) were girls. Most of the students (n = 14) were 15 years old, while (n =
17) were currently attending classes within public educational institutions. Most of the
participants (n = 14) were 15 years old, and 40% were from rural parts of the country.
In terms of gender, (n = 12) of the participants were male, while (n = 8) were female.
Table 5.1. shows a comprehensive description of the characteristics of the participants.
Of the ten parents who participated in the study, only (n = 1) was a man (father).
Their children attend grades 1 to 8, and all reside in urban areas; 60% were the parents
of a talented boy, while 40% were the parents of a gifted girl (see Table 5.2).
Table 5.1. Participant characteristics (gifted students)
n %
Gender
Female 8 40
Male 12 60
Age
14 years 6 30
15 years 14 70
Type of residence
Urban 16 80
Rural 4 20
18 Descriptive phenomenology is based on the philosophical work of Husserl (Husserl, 1970), an approach, which
explores the effects of a new phenomenon (eg: COVID-19). It is very important to study the experiences (in this
case parents and gifted children/students) to reach an essential understanding of the phenomenon (Dowling, 2007).
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Type of educational institution
Public 17 85
Private 3 15
Grade level
9th grade 10 50
10th grade 10 50
Table 5.2. Participant characteristics (parents of gifted children)
n %
Gender
Female 9 90
Male 1 10
Child’s gender
Female 4 40
Male 6 60
Type of residence
Urban 10 100
Type of educational institution child attends
Public 5 50
Private 5 50
Range of grade attended by child
1−10 1 10
Procedure: Semi-structured interviews with (n = 20) gifted students and (n = 10)
parents of gifted students were used for data collection. The selection of participants
in this study was done through ‘criterion sampling’ which means searching for cases
or individuals who meet a criterion (Patton, 2002). In the case of this study, the
criterion that had to be met by the participants was to be identied as a student with
extraordinary intelligence, with a score above 140, or to be the parent of a child who
has been identied with extraordinary intelligence. Participants were identied through
collaboration with the ATOMI Institute, an NGO that deals with the identication and
support of students with exceptional intelligence in Kosovo, with student members
having results that correspond to 0.4% of the population (ATOMI, 2020).
Participants were contacted by email or telephone and were briefed on the nature
and purpose of the study. During the informative conversation, it was emphasized
that their participation in the study is voluntary and that the collected data will be
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used only for the needs of this research. Prior to participating in the study, the parents
of the gifted students were given the approval to sign. Only after obtaining parental
approval were they able to continue participating in the study. The interviews were
conducted by study researchers, graduated psychologists, who have knowledge and
skills regarding the interview procedures and ethical principles as well as the research
topic. The duration of the interview was 45 minutes to 1 hour. Data were collected in
the period of May-June 2020.
Semi-structured interviews with gifted students: Through semi-structured interviews
with gifted students, the following ten (10) areas were explored: (1) Changes in children’s
routines from the pre-pandemic period; (2) Attitudes towards physical distancing; (3)
Attitudes towards isolation in the home; (4) Lessons learned from the circumstances
created by the pandemic; (5) Changes observed during self-isolation and contributing
factors; (6) How they coped with isolation; (7) Type of support from family, school
and friends in coping with isolation and physical distancing; (8) Overall assessment for
distance (online) learning and inuencing factors for positive and negative assessment;
(9) Interaction with teachers during online learning; (10) Attitudes towards the use
of online learning after the pandemic. In addition, demographic data were collected
in the initial phase of the interview.
Semi-structured interviews with parents of gifted students: Areas explored with
parents include the following thirteen (13) topics: (1) Types of children’s daily
engagements; (2) The impact of changing routines on children; (3) Changes observed
during isolation in children and contributing factors; (4) How their child coped with
isolation; (5) Parents’ support to children during isolation and physical distancing; (6)
Impact of COVID-19 and isolation in the family; (7) Overall assessment of distance
(online) learning by parents; (8) Assessment of learning content during distance
(online) learning; (9) Assessment for homework during the implementation of distance
(online) learning; (10) Children interacting with teachers and other students in the
classroom throughout online learning; (11) Factors inuencing the motivation or lack
of motivation to participate in online learning; (12) Recommendations for improving
the quality of online learning; (13) Attitudes towards the use of online learning (after
the pandemic). In addition, the general demographic characteristics of the participants
were collected within the initial part of the interviews.
Data processing: Data coding and categorization was done through Atlas.it software.
The coding process was done through “In-vivo” coding, through which the corresponding
categories and their codes were generated. Data from semi-structured interviews were
analyzed through classical content analysis. During the coding, it was ensured that the
codes resulted in all the interviews, the content dierentiation between the codes was
done, as well as the frequency of each code was quantied (quantitative information).
The process of data analysis, coding, was done individually independently by two
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coders (authors of this study). Rules were dened for the analysis, processing and
coding of data in relation to the purpose of the research and the elds explored. Upon
completion of the coding process, the level of reliability was measured and resulted
in (88.0%) overall compatibility in the segments.
Results
The following data reect the ndings from the perspectives of the two groups
of participants. The rst part of the ndings shows the answers of parents of gifted
children and young people, while the second part shows the answers given by gifted
young people. In addition to the narrative description, the ndings are also presented
in tabular form. The ndings listed within the codes and subcodes are derived from
the classical analysis of the content of the interviews, and are ranked according to the
frequency of information identied among the data analyzed.
Section 1: Parents’ Perspectives
The following results reect the ndings from the perspective of parents of gifted
children and young people, according to the areas explored.
Impact of COVID-19 on daily routines and type of child
engagement and impact of changing routines according to
parents
According to the parents participating in the study, their gifted children, during
the period of the COVID-19 pandemic, felt burdened, with numerous engagements
with lessons and homework. The circumstances created by the pandemic have caused
a change in the daily routines of their children, not allowing them to go out often,
changing the format of their attendance (from school to distance and online learning),
and interrupted socialization through physical contact with peers. According to the
participating parents, the circumstances created by COVID-19 that prevented their
children from carrying out activities outside of regular school obligations, made them
lose interest in attending school and caused them to skip tasks and school responsibilities.
However, the same circumstances caused by COVID-19, according to parents, have
been reported to have also had a positive impact on their children, helping them to
focus on areas where they have special interests, increasing their interest and increasing
their commitment to research and read and identify new alternatives to accomplish
school assignments. See Table 5.3 for a description of all subcodes.
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Table 5.3: Impact of COVID-19 on daily routine and type of activities
Codes Subcodes
Level of activities Overwhelmed, numerous commitments
Type of daily activities in
which children are engaged
Obligatory
Attending classes, online schoolwork
Fun & Recreational
Use of technology (video games)
Social media
TV, music
Physical activities
Reading
Joint activities with the family
Changes in children’s routines
from the pre-pandemic period
Rare outings outside the home environment
Online learning
Lack of socialization through physical contacts (with
peers, children in the classroom, in various courses)
No changes except not leaving the house, same school
obligations
More time for extracurricular activities
Impact on children due to
changing routines
Negative:
Has obstructed the realization of courses and other
activities outside the regular obligations of the school
Decreased interest in attending online learning, despite
the adoration of technology
Bypassing duties, obligations and responsibilities of
school
Positive:
It has helped to orient focus in areas for which there is a
special interest
Increased interest and commitment in research and
reading
Identifying new alternatives to meet school obligations
(assignments)
No Impact/Neutral:
Without any inuence, continued commitment and
achievement of goals
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Changes observed during isolation in children, inuencing
factors and ways of coping with isolation
According to parents, most children during the period of isolation have had a sleep
disorder, have felt stressed, scared, anxious, upset, worried, depressed, lonely, have
been less tolerant, and have lost patience more easily. However, over the same period, a
smaller number of parents (n = 2) reported that their children were happier than usual.
Among the main factors listed with the impact on the negative changes observed
in their children, parents have highlighted: missing their peers and family members,
an abundance of free time, lack of routine activities, presence of family members,
disengagement of regular in activities and excessive amount of news. While parents,
who have reported that during this period their children have felt happier, have also
pointed out that this change was attributed to the more free time their children have
had during this period and opportunities to dedicate themselves to their interests and
passions. According to parents, to cope with these changes, their children have spent
more time using technology (playing games and using social media), carrying out joint
activities with the family, engaging in sports activities, learning about their favorite
subjects (outside the regular school curriculum), reading, drawing or practicing new
skills (cooking). Meanwhile, to support their children in overcoming the negative
changes caused by isolation and circumstances during the COVID-19 period, parents
report to have used various support strategies, including: carrying out joint activities
with them, easing house rules, chatting, giving emotional support, and buying books.
See Table 5.4 for a description of all subcodes.
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Table 5.4: Parent-observed changes in children during the isolation period,
contributing factors, and coping methods
Codes Subcodes
Observed changes in children
during the isolation period
Sleep changes: disturbed sleep, sleeping longer
Stressed
Scared
Worried
Bored
Concerned
Desperate
Impatient
Lonely
Contributing factors (for negative changes)
Missing peers (physical contact)
Missing family members
Too much free time
Not being able to engage in regular activities
Presence of family members
Lack of consistent activities
Excessive amount of news
Positive changes
Happier
Contributing factors (for positive changes)
More available free time
Time which can be used for personal interests and
passions
Children’s means of coping
with isolation
Technology use (video games, social media)
Activities with the family
Sports activities in the yard
Studying favorite topics of interest (outside of the
school curricula)
Reading. Drawing
Practicing new skills (cooking)
Parental support in coping
with isolation and physical
distancing
Shared activities with the family (games, watching
movies)
Ease of house rules
Talking (discussions on dierent topics)
Oering emotional support
Purchasing books
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Impact of COVID-19 and isolation on families
Participating parents reported that throughout the period of isolation, the whole
family felt scared and panicked by the news related to COVID-19. Parents report that
these circumstances have made the whole family feel tense, parents had felt more
burdened and the children had felt a sense of monotony. The same circumstances are
also reported to have had a number of advantages, as staying home has enabled families
to spend longer time together, while enabling parents to form closer relationships with
children and get to know them, their desires and interests better. See Table 5.5 for a
description of all subcodes.
Table 5.5: The impact of COVID-19 and isolation in the family and the ways
used to support gifted children and young people
Codes Subcodes
Impact of COVID-19 and
isolation on families
Negative experiences:
Fear and panic from news reports related to COVID-19
Family tension
Parental overload
Child monotony
Positive experience
More time together as a family
Creating closer relationships with children
Good opportunity to better know the wishes and interests of
the child
Parents’ assessments of distance (online) learning and factors
inuencing the motivation for children’s participation in the
online learning processes
Most of the participating parents stated that they had a negative evaluation of the
way distance (online) learning was implemented during the pandemic period in Kosovo.
Among the factors with negative impact are: lack of interaction between teachers and
students, lack of preparation of teachers to hold online lessons, lack of creativity in
teaching, diculties presented during the implementation of the lesson (technical aspects),
lack of adaptation of teaching for the individual needs of students, heavy workload. This
teaching approach has been reported to have put children under pressure.
In addition, parents report that the contents of the lessons realized in the framework
of distance (online) learning have not met the requirements of the children, the
lessons have been repeated, the teaching content has been empty, inadequate, and
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not challenging for their gifted children. They also reported that the teaching units
broadcast on television were inadequate. While other parents have pointed out that
during the lessons the objectives of the subjects have not been achieved, while certain
parents (n = 2) have emphasized that the content of the lessons has been the same as
in the curriculum.
According to most parents, their children have been overloaded with unnecessary
assignments, which have also been assessed as not being in line with the children’s
requirements and have been deemed inadequate.
However, throughout the online learning, parents report that it has been observed
that compared to the pre-pandemic period, students have communicated and interacted
better with each other and that better friendships have been established between
them. They also stated that they noticed that their children were more disciplined
in communicating with teachers, although they assessed teachers’ communication
with students as short and supercial. In the group of factors, which parents describe
as motivating for children’s participation in online learning, are listed: the use of
technology, the comfort of learning from home and not dealing directly with the class,
creative demands from teachers to complete assignments, teachers stimulating students
to learn, shorter hours and lessons starting in the later hours of the day, compared to
the pre-pandemic period, and longer children’s free time available during the day,
outside of school hours.
While in the group of factors which parents consider as inuential in reducing
the motivation for their children to participate in online learning, are listed: heavy
workload, shifting the format to online learning, subjects which are not liked by their
children, the lack of socialization with peers and the inability of teachers to increase
children’s attention. See Table 5.6 for a description of all subcodes.
Table 5.6. Parents’ assessments of distance (online) learning and factors inuencing
the motivation to participate in children’s online learning processes
Codes Subcodes
Parents’ overall assesment of
distance learning (online)
Negative
Teachers unprepared to teach online
Lack of creativity in teaching
Diculty in implementation
Unsuitable for the individual needs of children
Great amount of homework, little learning
Positive
Communication using technology
Good opportunity to explore themselves and the
characteristics of children
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Assessment of learning
content throughout distance
(online) learning
Has not addressed children’s needs
Lesson repetition
Academic content lacks substance
Adequate, but not challenging, for children
Similar to the in- school curriculum
Lessons aired on television were inadequate
Course objectives were not reached
Assessment for homework
during the realization of
distance (online) learning
Assignment overload, unnecessary assignments
Do not t child’s needs
Partially adequate
Inadequate
Interaction with classmates
and teachers throughout
online learning
Students – more adequate communication with each other
Better relationship between students
Shorter and more general communication with teachers
More disciplined in communicating with teachers
Factors inuencing the
motivation to participate in
online learning
Using technological devices
Comfort of learning for home, not dealing directly with
the class
Creative requirements with respect to school assignments
Teachers encourage learning
Later school schedule
Shorter classes
More free time
Factors inuencing lack of
motivation and participation
in online learning
Homework overload
School format shifted to online format
Subjects are not ones the child prefers
Lack of peer socialization
Teachers’ inability to make the classes engaging and
maintain students’ attention
Parents’ recommendations for increasing the quality of online
learning and their attitudes towards using this learning format
after the pandemic period
According to the participating parents, online learning would be better if scientic
quizzes, competitions, online debates were organized, the content of teaching materials
would be more tangible through experiments, if there was greater interaction of
teachers with students, science-based learning contents, teaching made possible by
the teachers of the respective schools of the students and not through the transmission
of the teaching units on television, as well advancing the knowledge of the teachers
for the use of technology for teaching matters.
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Whereas, for the implementation of online learning after the pandemic period from
schools, most parents (n = 8) want it to be a form of learning, if it would be organized
more adequately, if parents would be able to assist children more, and whether the
lesson would be tailored to the individual needs of the students. Also, parents state that
in the future such a form of realization of teaching by schools may be appropriate, if this
format is advanced in relation to the content of the subjects, and the standardization of
teachers’ approaches would be done. However, certain parents (n = 2) state that they do
not consider online learning as a suitable form to be used in the future by the school, as
it does not enable the development of the full potential of children and that the school
has its own advantages related to with the social aspect in the lives of children.
See Table 5.7 for a description of all subcodes.
Table 5.7. Parents’ recommendations for improving the quality of online education
and their attitudes toward its use in a post-pandemic context
Codes Subcodes
Recommendations for
improving the quality of
online education
Organizing science quizzes, competitions and debates
Make the content more tangible through experiments
Increase teacher–student interaction
More science
Child’s current teachers should teach, no television
broadcasting of lessons
Advancing teachers’ technological skills
Attitudes regarding the
use of an online format in
a (post-pandemic)
Appreciated/welcomed, but not in the current format
Appreciated/welcomed, with the condition that parents could
assist their children more
Appreciated/Welcomed, if learning is designed to address
students’ individual needs
Yes, but only if substantial changes are made
Approaches to teaching must be unied and standardized for
all teachers
It prevents the children from achieving their full potential
Traditional school has positive aspects regarding socialization
Factors that facilitate coping with isolation for the family and
children
Parents state that in order to cope more easily with the isolation and changes caused
to children and families by the circumstances created during the period of COVID-19
and isolation, professional support would be needed, better organization of online
learning by local institutions, as well as more support from schools and teachers for
children and parents.
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Section 2: The Perspective of Gifted Youth
The following results reect the ndings from the perspective of gifted youth.
The impact of COVID-19 on daily routines and in changing the
types of engagements among young people
According to the gifted youth participating in this study, since the period of
isolation at home and physical distancing as a result of the circumstances created by
COVID-19, their main daily commitments are related to attending (online) distance
learning and conducting homework. They spend their free time outside of school
obligations in fun activities, among which are: playing video games, social media and
communicating online with peers, joint activities with family, watching television,
movies, listening to music, physical exercise and reading. According to young people,
their daily commitments have changed throughout the pandemic period. Compared to
the pre-pandemic period, during the pandemic outings are rare, so they spend more
time using technology, have more free time and spend more time with family. See
Table 5.8 for a description of all subcodes.
Table 5.8: The impact of COVID-19 on daily routines and in changing the types
of engagements among young people
Codes Subcodes
Type of daily activities in
which gifted children engaged
Obligatory
Studying and school work
Fun/ Recreational
Use of technology (video games)
Social networking, games, and online communication
with friends
Shared family activities
Television, music
Physical activities
Reading
Changes in routine due to
COVID-19
Rare trips outside the home environment
More time to use technology
More free time
More time shared with family
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Attitudes towards home isolation and physical distancing and
lessons learned from pandemic-created circumstances
Most of the young people participating in this study stated that physical distancing
according to them is annoying or dicult, as they can not be close to family members.
While isolation in the home is considered a good opportunity to reect, and to be more
aware of the importance of health. Isolation is seen as a period which has increased
their curiosity to learn more about the eects of COVID-19, to reect on society
and its values, that life should be valued and lived to the maximum, to reect and
understand how happy they were at school and with their friends, how they want to
be more extroverted, go out more and meet more people after the pandemic. Also,
young people report that the period of isolation at home and physical distancing has
made them learn more about the importance of health and hygiene, the importance of
orientation/focus on science, the negative impacts that social media has, that everyone
should be responsible for themselves and everyone has a role to play, to recall how
happy and grateful they are for the freedom they have, and to appreciate and understand
the importance of friendship. See Table 5.9 for a description of all subcodes.
Table 5.9. Attitudes towards home isolation and physical distancing and lessons
learned from pandemic-created circumstances
Codes Subcodes
Attitudes
toward physical
distancing
Annoying Dicult/Missing family members
Not too tragic
Easy
New experience
Strange
Attitudes toward
at-home isolation
Isolation - an opportunity to reect
Opportunity to become aware of the importance of health;
It has piqued my curiosity to learn more about the eects of
COVID-19;
It has made me reect more on society, the values it has and
time spent in school;
Life should be valued more and lived to the maximum;
To understand how happy I was spending time at school with friends;
It made me want to be an extrovert;
It has made me want to go out more often after the pandemic;
It made me want to meet more people after the pandemic.
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Lessons
learned from
the COVID-19
circumstances
Importance of health and hygiene
Importance of being focused on science
The negative eects of social networks and the need to block them
Each individual should be responsible for himself or herself and
everyone has a role to play in the society
To remind myself how happy I am and how thankful I am for my
freedom
To appreciate friends and acknowledge their importance
Changes observed in self, types of changes, contributing
factors, coping strategies, and type of support from others
Compared to the pre-pandemic period, throughout the pandemic, gifted youth
participating in this study reported having more sleep disorders, feeling upset, lonely,
sad, angry, helpless, sad, lazy, unmotivated, worthless, anxious, more physically tired,
and emotionally aggravated. According to them, the main factors that have contributed
to these changes are related to the circumstances created by the pandemic, which has
not enabled contact with their extended family and society, lack of routine and xed
schedules, concerns about school achievement and national exam, school assignments
and concerns whether they will complete the school year successfully due to lack of
motivation for lessons. In addition, other factors that have aected them are the lack
of information about when the pandemic will end, the irresponsibility of people to
respect the rules, the number of deaths in the world and the dilemmas of what will
happen after the pandemic. While for a smaller group of young participants within these
factors, the concerns associated with weight gain and their bodily changes as a result
of lack of physical activity are highlighted. Some (n = 8) participants reported that
during the pandemic period they noticed that they were happier, relieved, enthusiastic,
calmer, less anxious and less irritated compared to the pre-pandemic period. They
state that these changes are as a result of the extra time they had available during the
pandemic period to study, research, read, learn and carry out activities of interest to
them, due to the opportunity to practice passions, time for self-recovery, and relief
due to non-physical meetings with teachers due to being scared and anxious around
them. A relatively small number of young people (n = 3) state that during the pandemic
period they did not notice any change in themselves, because everything seemed easy
to them and they did not miss other activities.
Participants report that among the ways used to cope with time during isolation
at home have been video games, online chats with friends, homework and attending
online lessons, watching movies, reading, listening to music, drawing, activities shared
with family, learning new things of interest to them, various interactive conversations
with family or virtually with friends.
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Regarding the support from family in coping with isolation and physical distancing,
the realization of joint activities with the family, support for lessons, emotional support
and conversations about the problems and feelings of young people are mentioned.
They emphasize to have received emotional support from friends, to have carried out
joint activities and to have been in constant online communication. From teachers
they considered the implementation of online learning and keeping them engaged in
the learning processes as support. See Table 5.10 for a description of all subcodes.
Table 5.10: Changes observed in self, types of changes, contributing factors,
coping strategies, and type of support from others
Codes Subcodes
Negative changes
observed in self
Sleep disturbances
Bored
Lonely
Sad
Angry
Helpless
Sorrowful
Lazy
Physically tired
Emotionally tired
Scared
Demotivated
Feeling worthless
Worried
Contributing factors
Lack of physical contact with friends and extended family
Lack of routine or xed schedule
Doubts about results for the nal national examination,
assessments, and grades
Doubts about end-of-year grades
Doubts over the ability to complete the school year as a result of
not being motivated to study
School obligations, homework
Lack of free movement
The unknowns related to the pandemic (not knowing when it will end)
Others’ lack of responsibility by not adhering to rules
Feeling they are wasting time (not doing anything)
Number of pandemic deaths around the world
Post-pandemic uncertainty
Lack of physical activity
Weight changes
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Positive changes
observed in self
Happy
Relieved
Enthusiastic
Calm
Less anxious
Less irritable
Contributing factors
More time to study, research, and read about interests
More time for activities of interest
Practicing interests and passions
Calmness, time to recuperate
Not meeting with teachers, due to being scared and anxious
around them
No changes Same mood
Contributing factors
Everything seems easily manageable
Does not miss other activities
Means of coping with
isolation
Playing video games
Talking with friends online
Doing schoolwork and participating in online learning
Movies, reading, music, drawing
Family activities
Engaging in various fun activities
Learning new things that are of particular interest
Participating or enticing interactive discussions with family or
virtually with friends
Type of support oered
by family in coping
with isolation and
physical distancing
Doing things together
Support with school/studies
Emotional support
Being there for me, asking me to share my feelings, problems, etc.
Type of support oered
by friends in coping
with isolation and
physical distancing
Continuous communication online
Doing things/activities together
Reciprocal emotional support
Type of support oered
by school in coping
with isolation and
physical distancing
Teachers organizing online learning
Being engaged in the educational process
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Assessment of support throughout the pandemic, the impact of
the pandemic on improving family and social relationships, and
factors that would facilitate coping with isolation
Most participants state that the period of the pandemic, staying at home and
carrying out joint activities with the family helped them to establish closer relations
with them and to feel more united with their family. Family support includes support
from parents, and siblings. In addition, the same period according to them has helped
them create better social relations and to support each other more, compared to the
period before the pandemic.
While factors that would make coping with isolation easier, young people emphasized
factors that are related to them and their need to be more responsible and committed
in achieving their goals; more exible timelines for completing school assignments;
school assignments not being the main indicator of their academic performance; and
providing them professional psychological support on an ongoing basis - during and
after the pandemic period.
Assessment and inuential factors for the evaluation of
online learning, active participation in lessons and drivers for
participation in online learning
Most young people nd online learning inadequate, say they are dissatised and do
not have a good impression of this learning format. Although among the participants
some report that they have not followed this form of learning, because they learn
independently, others report that the issues that are of interest to them to learn are
issues that no one in Kosovo understands. Others report that this format of teaching is
inecient, understanding information about them is more dicult, and that the quality
of online learning is poorer compared to school teaching. Students who evaluate distance
(online) learning as appropriate and as a good opportunity for individual assessment
of students, also emphasize that this depends on the quality of teachers, while their
teachers do not have the necessary knowledge and skills to use technology.
Among the factors inuencing the negative evaluation of the online learning format
are the lack of interaction of students with teachers in online classrooms, including
the lack of competition in classroom learning, which motivates them to learn. While
young people, who have evaluated this format of teaching as positive, consider this
format more appropriate, because they are not worried about attendance, the teaching
schedule has been shorter compared to the school schedule, it has enabled them not
to be active participants throughout the entire lesson, giving them the opportunity
not to pay attention to issues presented by teachers that were not of interest to them.
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This format has been rated as the easiest form of learning to achieve higher success
and has enabled them to spend longer time with family.
During online learning, young people report that they have had few opportunities
to actively participate in lessons, due to teachers’ lack of understanding of students’
perspectives in discussions, due to diculties in communicating directly with them
and teachers’ approaches during the lesson with focus on the teacher at the center and
small opportunities for discussion and student non-participation in online lessons.
While among the driving factors for their participation in lessons and learning-
related engagements during the pandemic period are listed: the need to engage due
to assessments (grades), to prepare for achievement tests or nal exams, positive
approach of teachers by assessing them as calmer, receiving information, meetings
with peers (friends) in the classroom, because of the interest in their favorite subjects,
because they considered it an obligation which should be respected, to divert attention
from the pandemic, and to spend time throughout the pandemic focusing on school
obligations. Table 5.11 describes all the codes and subcodes.
Table 5.11. Evaluation of the distance learning format (online), contributing
factors, and what motivates students to participate in online learning
Codes Subcodes
Overall evaluation of
distance learning (online)
Unsuitable,
Did not have positive remarks
Unsatised
Haven’t attended any of the classes, I learn on my own
Learned independently since the topics I learn are too
complex for most people in my country to understand
Not an ecient way to learn
Getting information is more dicult
It’s a good x for the circumstances
Disliked classes in the online format compared to those in
the classroom
Not perfect, but necessary
Appropriate
Trivial, easy, eective, and productive
Poorer quality of teaching in comparison to the regular
classroom
Online learning is a good way of individually assessing
students, but proper implementation depends on teachers
(currently there is a lack of skills and knowledge about
technology use)
Tiring, not eective
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Contributing factors for
positive and negative
evaluations of the distance
learning and online format
Contributing factors for positive evaluation
Not being concerned about missed classes
Shorter classes
It made it possible to not pay attention when the teachers
were teaching something I already knew
Easier to achieve higher grades
More time with the family
Contributing factors for negative evaluation
Lack of interactions during class
Lack of competition in class, which can provide motivation
Student–teacher interaction
during online learning
Low participation in discussions
Student’s perspective not being accounted for in discussions
Diculties in direct communication
Teacher-centered classroom, fewer chances for discussion
Active participation among students is lower during classes
Motivational factors for
participating in online
learning
Assessment, grades
Preparation for national achievement exam, nal exams
More positive approach of teachers (calmer)
Obtaining information
Meeting peers
Favorite subjects
Obligations to be respected, without any special push
Distraction from the pandemic
Spending time through activities related to school
Attitudes of young people about using online learning after the
pandemic period
According to the majority of participants, the value of education in schools in
Kosovo is poor in both formats (in-school and distance or online), so they asses that
the use of online learning in the learning process by the school after the pandemic
period would not change anything. Moreover, some of them state that online learning
is unnecessary to be used in school, it is inadequate compared to school learning,
it does not meet the needs of students for socialization between them and that they
consider school learning better to prevent students from copying.
Others single out the advantages of learning online in relation to saving travel time.
Another group of participants assessed the current quality of learning as unnecessary,
stating that the school should be closed as students in Kosovo learn more about science
independently, outside of educational institutions. Table 5.12 shows the codes and
subcodes.
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Table 5.12. Attitudes of young people about using online learning after the pandemic period
Codes Subcodes
Attitudes toward using
the online format in a
post-pandemic context
The value of education is low in both formats; therefore,
nothing would change
Online learning would not be necessary
Online learning is less suitable in comparison to regular school
Online learning has its advantages (no commute), but in
general, I don’t have a positive opinion toward it
School is a better way to prevent cheating
Online learning does not fulll the human need for
socialization
Online learning can be as eective, if the quality of teaching is
improved
Schools should be closed; people learn much more outside the
institution (especially in science)
Conclusions
Findings from this study show that as a result of school closures and isolation at
home, parents of gifted children have felt more burdened than usual, tension in the
family has increased, while in gifted children there have been changes in psychological
well-being, changes these in line with other studies conducted with citizens of other
groups during the COVID-19 period (Hyseni-Duraku & Hoxha, 2020; Cauchemez,
et al., 2009; Brooks et al., 2020). In addition, the ndings of the study show that the
quarantine period, which did not prevent physical contact with friends and family
and free movement and changed their routines, made them feel that they were not
doing valuable things, and has caused gifted children and young people a range of
negative feelings and consequences, such as: sleep disorders, boredom, loneliness,
sadness, anger, feelings of helplessness, grief, lack of motivation and laziness, eects
suggested by other studies (Brooks, et al., 2020).
In the current study, reports from young people and parents of gifted children
show that the negative feelings that children and young people experienced during
the COVID-19 period come as a result of their concerns about the number of deaths
in the world, the uncertainty of when the situation with the pandemic will change and
about the fact that people are irresponsible. Findings from this study also highlight
the importance of parents and families in supporting their children throughout the
COVID-19 pandemic period. Furthermore, they arm the importance of using
eective methods suggested by mental health professionals in facilitating coping with
the pandemic and the negative consequences of this period in children and families
(Parenting for Lifelong Health, 2020).
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Gifted students have stated that they have a negative evaluation of the format of
distance learning (online) realized during the period of the COVID-19 pandemic.
According to the gifted students, this form of learning has been deemed inadequate,
they have considered obtaining information as more dicult, also emphasizing that
this form of learning is not their preference and that they prefer regular learning.
This is because in the format of online learning there was a lack of eciency and
there was a lack of interaction and opportunities for discussions, evaluations which
have been reported from previous studies, through which it has been suggested that
gifted students prefer classes in which there are opportunities for interaction and
participation in discussions (Potts, 2019). Among other factors contributing to the
negative evaluation of online learning from gifted students, the lack of competition
in learning has been singled out, a factor which is said to motivate them for academic
achievement. The study participants, young gifted people and parents of gifted children,
reported that school content during distance (online) learning was easy, did not meet
the needs of gifted students, was not challenging. These factors conrm the importance
of creating curricula in line with the factors that aect their motivation for academic
achievement, as evidenced by previous studies relevant to gifted students and their
academic performance (Csikszentmihalyi, 1990; Matuga, 2009).
Beyond motivation and learning format, the data from the current study have
emphasized the importance of the elaborated teaching contents and have highlighted
the inadequacy of what is oered by educational institutions, whether in online
or regular format, in relation to the requirements and the needs of gifted students;
this challenge has been identied in previous studies (Neihart & Yeo, 2018). These
factors have prompted gifted students to utilize the pandemic period and most of their
available time to, independently, outside of their learning obligations, engage in the
study and research of things of interest, and practicing their interests and passions.
Their school experience before or during the pandemic did not enable or nurture the
aforementioned and that their participation in online learning is mainly of a formal
and technical nature.
Practical implications and suggestions for future studies
The ndings of this study conrm the need to increase the quality of services
provided by educational institutions and adapt curricula in accordance with the
individual needs of students. Although the ndings of this study reect the views of
participants during a certain period of the pandemic and the initial phase of distance
and online learning in Kosovo, issues that may be associated with other changes, the
ndings in question can still serve as starting points from which support programs can
be adapted and built for gifted students in the school context, whether at the academic
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Zamira Hyseni Duraku
or psycho-social level. These ndings also provide valuable recommendations that
can be implemented throughout the further stages of online learning, quarantine and/
or return to educational institutions or school-based learning. Therefore, in order for
gifted students to benet as much as possible during their regular schooling, to be
motivated to participate and to have the opportunity to reach their full potential, it is
important that from the level of policy makers to teachers, each of them should aim
to create curricula, either online or physical, which use pedagogical approaches with
students at the center. These approaches enable and encourage student interaction
and active participation. Also, lessons should provide stimulating learning content in
accordance with the individual needs of students. These actors are valued as necessary
so that school engagements don’t seem worthless, boring, and motivational enough
for gifted students (Galbraith 1985; Kunkel et al., 1992).
Also, the ndings of this study conrm the urgent need to, in addition to improving
pedagogical approaches, provide teachers with opportunities for professional
development and continuous improvement of their knowledge and skills in using
technology for lessons, including improving knowledge and skills to deliver lessons
through individualized teaching approaches; to stimulate student learning, while also
oering exible learning methods, a feature of online learning which has been proven
to make this format highly desirable for dierent groups of students who have diverse
needs that do are not met in regular classes (Gilbert, 2015), within which the group
of gifted students are a part of (Tomlinson, 2000).
It is also suggested that educational institutions, in addition to developing online
curricula, improve teaching by providing well-organized virtual lessons, which, in
addition to providing increased interaction between students and teachers, also oer a
higher number of scientic debates and quizzes. They should eliminate the provision
of lessons in the form of video recordings, which have been proven in other studies
to be not motivational and unattractive to students (Av et al., 2010). When planning
to work with gifted students, all parties involved, especially educational institutions,
should adapt the curriculum to the individual needs of gifted students, as the curriculum
not adapted to the individual needs of students is considered among the negative
factors with impact on the inability to reach their full potential (Reis & McCoach,
2000). Data from studies (Reis, et al., 1993) show that many gifted students master
40% -50% of the learning content even before the start of the school year. This is
also ascertained by the reporting of students and parents in the current study, who say
that the contents elaborated during online learning have been easy for gifted students.
Teachers are advised to apply dierentiated forms of teaching, which are considered
to be extremely useful for gifted students, as they provide opportunities to develop
thinking, which can be achieved by modifying either the content, the student learning
process, and the form of evaluation (Winebrenner, 2001).
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Students’ reports that they are more involved with their passions and areas of
interest outside the regular curriculum also highlight the need for individual work
plans, which are considered to be the ideal form of support for gifted students (Tourón
& Freeman, 2017), which are especially useful for students who have atypical interests
compared to their peers, who are oriented in artistic elds or who have high academic
achievements (Alberta Education Council, 2006).
At the interpersonal level, it is recommended that teachers increase support for
their students throughout the learning process, trying to ensure that student-teacher
communication goes beyond superficial communication, as a lack of adequate
communication between teachers and students can lead to teacher rejection in the
classroom and truncated learning (Jasmi, Ahmad Zawawi, & Md Saleh, 2015). Also,
teachers could conduct group discussions with students regarding socio-emotional
challenges, as implementing them with gifted students turns out to bring positive
changes in their school experience (Peterson & Lorimer, 2011).
The school, excluding the teaching process, is reported to have provided minimal
psychological support in dealing with the pandemic through psychological services by
school psychologists, a situation which may be due to the lack of school psychologists
employed in schools or their extremely limited number (Luzha, 2020). Therefore, taking
into account the current shortcomings of the professional psychological sta in schools,
educational institutions should be careful in the event that the school psychologist is
absent, oering at least fun and relaxing alternative activities for gifted students, which
could reduce the impact of activities/strategies that are mentioned to have been used
by gifted students to deal with the pandemic, including video games, social media,
TV, etc. This is because activities of this type (which are mostly performed alone),
do not serve as protective factors for mental health, and are even suggested to have
the opposite eect, to encourage negative thoughts (Passmore, 2003).
Excellent performance is one of the key elements of giftedness, but ability alone
does not lead to the highest achievements, in fact it is the dynamic interaction between
the strengths of the individual and the supportive environment that stimulates the
achievement of the full potential of that child (Papadopoulos, 2020). In the framework
of this support for gifted students in the school context, a key role is played by school
psychologists, who are links in the chain of teacher-parent cooperation, which according
to AI no. 34/2014 contribute to the facilitation of the learning process and promote the
cognitive, emotional, social and personal development of students by working with
students, teachers, and parents (MESTI, 2014). During their work with children and
young people with talent, School psychologists should rst note that gifted children
and young people are often reluctant to seek help because of their beliefs that, like
adults, they should be able to cope successfully with motivation or other personal
problems. (Peterson, 2008). Therefore, it is imperative that gifted students be given
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ample opportunity to discuss their concerns. The school psychologist can contribute
to the education of students by developing strategies for working with gifted students,
serving as a source of information for other school sta, and providing psycho-education
to the parents of gifted students (Brown, 1982), and helping individuals who have needs
that dier from the typical learner. Beyond that, teacher-psychologist consultations,
which aim to address academic, behavioral or psychological problems, are another
point where school psychologists can contribute by providing knowledge to teachers
and parents about the typical behaviors of gifted students (Robinson, 2002).
While the ndings from the current study may serve as a basis for recognizing the
impacts of COVID-19 and the circumstances created on the well-being and education
of gifted students and their families, further and ongoing studies should be conducted
in order to be as appropriate as possible and in interaction with the latest ndings.
Also, since studies show that teacher attitudes toward students dictate their behaviors
(Matheis et al., 2018) and there are negative attitudes towards this category of students
(Preckel et al., 2015), studies in the future should try to understand in particular that
negative attitudes aect the provision or lack of special services for gifted students.
The newly applied online learning format in Kosovo as a result of the COVID-19
pandemic (MESTI, 2020), is considered by researchers (Navarro & Shoemaker, 2000)
to produce equally good, if not better results among students, regardless of their
characteristics, therefore it is imperative that in addition to improving this learning
format, future studies explore individual variables of motivation and self-regulatory
skills, as these are considered among the main contributors to online learning (Matuga,
2009). In conclusion, the types of activities, the variety of materials, the ongoing
assessments, the existence and the structure of the community are other variables that
also need to be explored further.
Additionally, studies should be conducted through which it is intended to understand
how to maximize the eect of educational institutions for the benet of the most
positive results in education, as the latter are considered to have a critical role in results
in both formats - both online as well as in the traditional one (Blitz, 2013; Brown &
Liedholm, 2004; Hiltz et al., 2000; Tsai et al., 2015).
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