The social-emotional well-being of gifted children of school age: a systematic review
DOI:
https://doi.org/10.30827/publicaciones.v55i1.34351Keywords:
gifted children, well-being, physical activity, systematic review, school ageAbstract
Introduction: This study addresses the social emotional well-being of gifted children in the context of physical education, a crucial area for their integral development and scarcely researched. The limited number of studies highlights the necessity of this analysis underscores the need for this analysis. This systematic review seeks to know the status of socioemotional well-being of gifted children in the scientific literature.
Method: A systematic review was designed in accordance with PRISMA 2020 Statement and inclusion, and exclusion criteria were rigorously applied to select the most relevant studies. Study quality was assessed by two independent reviewers with field knowledge to reduce bias.
Results: Twenty-two articles, published between 1993 and 2025, were reviewed and the main topics were educational needs and strategies, school environment and emotional management.
Conclusions: The review highlights the need to create more Physical Activity and Sport programs for gifted children, following WHO recommendations and fostering the autonomy of participants through student-centred pedagogical models to maximize their socioemotional well-being and physical development.
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