Abstract
Both personal narratives and research literature on gifted adolescents indicate that appropriate experiences during secondary school are crucial for the continued growth of such students. While the International Baccalaureate Organization does not regard its Diploma Program as a “gifted program,” a successfully implemented International Baccalaureate Diploma Program creates a school climate and culture that is conducive to the continued academic, cognitive, motivational, emotional, and social growth of a gifted adolescent. This article explores how the unique features of the IB Diploma Program enable the cultivation of this climate and culture.
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