Enhancing social-emotional development through service-learning: experience from gifted students and their parents in Hong Kong

• Published in: Education 3-13 Vol. 51; no. 3; pp. 386 - 397
• Main Authors: Sun, Xiaoyan, Siu, Angela F.Y., Fong, Shuk Yi, Chu, Tina S. F.
• Format: Journal Article
• Language: English
• Published: Long Marston Routledge 03-04-2023; Taylor & Francis Ltd
• Subjects: Academically Gifted; Child Development; Down Syndrome; Elementary Education; Elementary School Students; Elementary Schools; Emotional Development; Experiential Learning; Focus Groups; Foreign Countries; Gifted; Gifted children; gifted students; Grade 3; Grade 4; Grade 5; Individual Development; Interpersonal Competence; Parents; Parents & parenting; Service Learning; Social & emotional learning; social-emotional development; Students; Hong Kong; Hong Kong China; China
• ISSN: 0300-4279; 1475-7575
• DOI: 10.1080/03004279.2021.1972025

This study looked into the experience of a group of elementary school students as well as their parents from Hong Kong, in a service-learning programme that aimed at facilitating the social-emotional development among gifted students. A total of 51 students and 72 parents participated in the focus group interview three months after the service-learning programme for working with children who have Down Syndrome. Transcripts of all interviews were reviewed using thematic analysis. Four broad themes were identified. These were: knowledge enhancement on Down Syndrome, improvement in interpersonal skills, facilitation of personal growth, and enhanced empathy, were identified. Our findings provided support for the benefits and impact of a short-term service-learning programme on improving multiple aspects of gifted students' personal and social growth. As students and parents endorsed the value of this experiential learning opportunity, such a service-learning programme can be promoted as an educational option addressing gifted students' socio-emotional needs and facilitating their psychosocial development.