Abstract
The goal of this chapter is to give an overview of how early adolescent students with gifts and talents experience bullying in classrooms and schools, and provide strategies that educators can use in support of these students. The chapter endeavors to look at four questions: (a) How is early adolescent bullying characterized in schools and classroom settings? (b) How are early adolescent gifted and talented students psychologically different when faced with bullying? (c) How do the dynamics of anti-intellectual contexts influence stimulation of these psychological distinctions which may manifest in bullying behavior? (d) What can be done to not only keep early adolescent students safe but help them cope? The chapter ends with a discussion of a recommended theoretical framework and suggestions for future research.
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