Children and young people's health and well-being affect how well they succeed in learning. Some of the gifted and talented may feel overloaded, particularly if they fall into the all-rounder category, and require support in managing multiple demands. For an example of this, see Case Study 25: John's Story.

The class teacher at primary level and the tutor at secondary and college level have a key role to play here, as do the growing number of learning mentors and Connexions personal advisers. Care over the way this support is coordinated with the pastoral or tutorial system can make all the difference in ensuring the well-being and security of the gifted and talented. Close liaison with the gifted and talented coordinator is vital.

In some cases, the school, college or parents/carers may also decide to call on an educational psychologist to support an individual.

Over time, hopefully the children and young people themselves will develop friendships and mutually supportive working relationships with peers in both their own and other local schools and colleges, and a school or LEA can actively bring together the gifted and talented cohort for a given year group or key stage. The National Academy for Gifted and Talented Youth, the national summer schools programme and school clusters in EiC areas are supporting the development of gifted and talented networks that extend beyond the institution.

Decisions at gateways to a more flexible curriculum (at 14-plus, for example) must be sufficiently supported and guided to warn students against choices that:

• block progression routes;
• limit opportunities to develop gifts and talents;
• lead to a programme that has insufficient coherence.

For examples of this, see Case study 2: Tackling underachievement and Case study 24: Developing vocational gifts and talents.

Increased curriculum flexibility in the 14 to 19 phase puts pressure on individuals to ensure coherence in their overall programmes, particularly if part of the programme takes place away from their home base. In these circumstances, effective, overarching support mechanisms are very important.

In a study of 13 programmes, the US-based National Postsecondary Education Co-operative Working Group on Access to Post Secondary Education found that these elements of support characterised successful programmes:

Providing a key person who monitors and guides the student over a long period of time -- a mentor/program director, faculty member, or guidance counsellor. Studies are not clear on which of these is most effective but whichever is used, the person concerned needs to be aware of effective approaches to challenging and stimulating students' thinking, as well as motivation.
(See Case study 2: Tackling underachievement and Case study 11: Using mentors from universities)

Making long-term investments in students rather than short-term interventions. It was clear that the longer students were in a programme, the more they were reported to benefit from it.
(See Case study 13: Offering extra GCSEs from year 9)

Paying attention to the cultural background of students. Many programs reported having greater success with one group of students than another. The background and expertise of the staff and directors seemed to have helped them make cultural connections with students.

Providing a peer group that supports students' academic aspirations and that meets for academic as well as social and emotional support.

(from Paving the Way to Post Secondary Education: K12 Intervention Programs for Underrepresented Youth)

Supporting talented athletes

The Youth Sport Trust is developing an educational programme for talented young athletes. This is designed to give identified pupils in schools the skills, knowledge and understanding that they need to live a balanced lifestyle, ensuring that they fulfil both their sporting and academic potential.

By supporting the pupils at an important time in their development, the programme gives schools a framework for educating pupils for a life in sport and for a life after sport. It also aims to reduce the number of pupils that burn out or fail to achieve their potential due to conflicting demands.

Working with national governing bodies of sport and specialist sports colleagues, the Trust has designed a programme that trains teachers to support gifted and talented pupils. This takes the form of a series of workshops for both pupils and their parents.

In addition, each pupil registered on the programme is allocated a neutral mentor -- a teacher (non-PE trained) to guide pupils and help them deal with the demands made by their sport, schools, family and friends.

For an example of how a school has extended its range of enrichment opportunities for students who are talented in PE, see Case study 21: Enrichment activities for PE.

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