As a teacher who has worked in the field of learning enrichment for almost a decade, I have explored extensively the theory and practice of giftedness – from identification through to the development of proficiency within a specific domain, as outlined in Gagne’s Differentiated Model of Giftedness and Talent (DMGT). Over the years, I have had the privilege of working with a diverse range of highly and exceptionally gifted students across academic, sporting, artistic, and creative domains.

Beyond recognising their innate potential, I have become quite interested in the role schools play in shaping the developmental journey of gifted students. Through mentoring programs, peer-to-peer initiatives, and growth coaching frameworks, I have sought to understand how we can better support gifted learners’ wellbeing, motivation, and emotional intelligence. Gifted students, while capable of extraordinary achievement, are also uniquely susceptible to perfectionism, anxiety and heightened sensitivity – factors that can both drive and derail their progress.

According to Gagne’s model, the transformation of natural abilities into systematically developed talents depends on a combination of intrapersonal catalysts (motivation, self-management, cultural context), environmental influences (family, mentors, teachers, cultural context), and the over-arching element of chance. The family a child is born into, the cultural and educational environment that surrounds them, the teachers they encounter, and the opportunities they are given – each plays a role in determining whether potential or mastery is realised.

At Barker College, every student, regardless of ability, benefits from a learning environment intentionally designed to cultivate growth through programs such as Character and Enterprise (C&E).

While some students possess exceptional gifts in specific areas, all have the capacity to develop the personal attributes that underpin sustained success.

As Malcolm Gladwell reminds us, “People don’t rise from nothing.” (2008, Outliers). Success is rarely an accident; rather it is the product of opportunity, hard work, and character. Within any classroom, whether English, Mathematics, Sport, Music or the Arts – there are many capable students who exhibit high levels of skill and understanding. Yet what distinguishes those who ultimately excel, who secure that selective role, scholarship, or leadership position, from those who do not?

I would argue that the defining factor is character. It is not only who a person is, but who they choose to become – how they evolve through challenge, and how they demonstrate integrity, empathy and resilience when tested.

Gladwell’s notion of outliers – individuals who are given opportunities and possess the strength and presence of mind to seize them – highlights that success is multifaceted. While natural talent and practice are essential, the cultivation of character is what enables individuals to sustain excellence and navigate the complexities of life.

In the educational context, this means explicitly teaching students to engage with and reflect upon their character strengths and weaknesses.

Through C&E, students are encouraged to develop skills in self-reflection, feedback reception, goal setting and responsibility.

They are invited to practise empathy, compassion, and authenticity to persevere through failure and build meaningful relationships.

By prioritising character education, we are not only equipping out students for academic or professional success but also nurturing well-rounded, emotionally intelligent and ethically grounded individuals. If we can instil in every student the understanding that who they are matters just as much s what they achieve then we are setting them up to face the world with confidence – an “ace up their sleeve.”

Through the Character and Enterprise program, we are cultivating cohorts of students who are not just gifted in ability, but grounded in purpose - capable of contributing to their communities and leading with integrity in whatever field they pursue.

Annelise Woo Ruiz

Annelise is an experienced educator with a Master’s in Education (Wellbeing) and over a decade in inclusive learning. She is deeply committed to the holistic development of every student and believes in education that empowers — not only academically, but emotionally, culturally, and spiritually.