Abstract
At a French Catholic Secondary School in Ottawa, Ontario Canada, a year long study was carried out to determine the academic and social development of high ability students in a congregated class. Students reported the importance of teachers as a source of interest and inspiration in educational outcomes. Teachers' attempts to help students gain a realistic self-image resulted in some lowering of self-esteem by some students, while questioning of their use of higher abilities helped some students reach a new level of wisdom and personal learning. The need for greater challenges to student higher level thinking skills, more use of mentors and enhanced sense of social responsibility among gifted students were indicated in the study.
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