Educational keys to improve wellbeing of students with high abilities.

Short CV

Doctor in Pedagogy in 2005, accredited by ANECA as Titular of University professor (2024), graduated in Psychology (1995) and Diploma in General Basic Education Teaching (1991). Professor at the Catholic University of Valencia “San Vicente Mártir” from 1995-1996 to the present. 

She has taught subjects in the area of Inclusive Education in Teaching (Teacher Preschool Education and Primary Education Degrees), Master of Secondary Teacher and in the Master of Inclusive Education (in which she was co-director since its launching, in 2012 until 2015, participating in its design). She is the Main Investigator of the team Attention to specific needs of educational support: High Ability, Adopted Children, International Children and ICT and has numerous participations in congresses and publications and a recognized research six-year period (CNAI). 

She is a consultant and founding member of the International Child Unit of the “Hospital Universitario La Fe de Valencia” since 2009. Director of the extracurricular enrichment program for high school students with high abilities of the UCV editions 2017-18 and 2018-19 and the pilot enrichment program “Curiosamente leemos” (edition 2022-23). Researcher of the Project: Educational Needs of Teachers in the EU for Inclusive Education in a Context of Diversity (INNO4DIV). Member of the school of the European Institute of Education for Democratic Culture of the Catholic University of Valencia (ECUDEM-UCV).

Symposium abstract

The scientific literature shows that there is currently great interest in well-being of students with high abilities. In this regard, research results are contradictory; some studies defend the greater resilience of this group and others point out their vulnerability.

This symposium focuses on analyzing some elements that may influence this variability of results.

Firstly, social representations about their psychological and subjective well-being (life satisfaction, positive affect and negative affect) have been studied, which condition the detection of the teaching staff and families, the identification and subsequent educational intervention with these students.

Secondly, the concerns and challenges perceived by parents whose children have high abilities regarding the educational environment were studied.

The analysis of the different responses provided to these students in schools once they have been identified and their impact on their well-being are presented in the third place.

Finally, the impact on their well-being of other extracurricular activities, offered outside school hours, by educational institutions: schools, music conservatories, academies, sports clubs, etc., has been evaluated.

On the basis of the results obtained, we reflect on the educational keys that enhance the well-being of highly gifted students and their families.