Abstract
The study of mental health among gifted and accelerated learners has continued to evolve since the publication of a chapter focused on their subjective well-being. This article provides an updated review of mental health research focusing on gifted learners, specifically through understanding flourishing is routed in their experiences of positive emotions, engagement, relationships, meaning, and accomplishment (PERMA theory). We explore literature published between 2017 and 2024 addressing PERMA as it relates to gifted, high-achieving, and accelerated youth. Recommendations for future research and practice are provided.
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