Abstract
A nonresidential gifted program for economically disadvantaged students in India (Grades 6 through 12) uses a continuum of services for social emotional learning (SEL) support to prepare students for college admission. The program stands in contrast to the residential gifted schools in India, which have minimal SEL considerations. SEL is deeply integrated with the Sitare Foundation program's design and evaluation by using emotional intelligence assessments and action plans to customize support for its students and staff. During the coronavirus pandemic, SEL training and mentoring of the city coordinators provided resilience models to encourage continued commitment to the program, especially for female gifted students. Three specific examples (student, leader, and coordinators) are presented as illustrations of growth and transformation. Continuous gathering of both qualitative and quantitative SEL data, combined with traditional academic records, is recommended for effective program iterations.
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