Jamison's story: Talent nurtured in troubled times

Abstract

Too often, school systems regard students from disadvantaged backgrounds or troubled families as at‐risk and label them in ways that keep them from realizing their highest potential. In this account of what a trusting relationship between teacher and student can accomplish, the author tells of a young, gifted boy's struggle to overcome his difficult situation and the effects of his relationship with the gifted education teacher on his school experience. In so doing, the teacher's own story emerges as one who did more than encourage a young boy through a compelling research project. Most importantly, Jamison's story illustrates an overwhelming need to reevaluate our educational practices for gifted at‐risk youth and to design personalized school environments for talent development.