EduPort

This article explores the impact of social exclusion on the development of giftedness in students growing up in socially disadvantaged environments. The authors highlight the fact that these children often have limited access to educational opportunities and support measures that would allow them to fully develop their potential. Schools located in socially excluded areas typically face a number of challenges such as low student motivation, high absenteeism, risky behavior, and insufficient cooperation with families, all of which complicate the individual support of gifted students. The article presents theoretical concepts of giftedness, approaches to its development in education both in the Czech Republic and abroad, the specific conditions of schools in socially excluded localities, and a case study of a gifted girl whose development is hindered by a lack of family support. The authors draw from scholarly literature as well as their own practical experience. The article offers proposals for systemic measures and emphasizes the importance of early identification of giftedness, interdisciplinary collaboration, and support not only from educators but also from families, without which giftedness cannot be effectively nurtured. Supporting gifted students in socially excluded environments thus requires a comprehensive and sensitive approach that reflects the real conditions of these schools.

Keywords: gifted pupils, socially excluded localities, basic education, support of talents, socially disadvantaged environment