More to gain? A study of Norwegian teachers’ perceptions of gifted students’ equal education

Balanced research and practice

In 2016, Norway came up with the report More to Gain. Children with higher learning potential (NOU 2016:14). Here it is revealed that Norway lacks a culture for facilitating adapted education for gifted students and that teachers lack the competence to identify and facilitate education for this student group. The governmental report calls for more research in the Norwegian context to change and innovate this practice. This study aims to investigate how teachers in Norway understand gifted students' rights to equal education and what practices they have concerning this group of students. The research method in our study is a survey among teachers in primary school with a "mixed methods" design. The preliminary findings in our earlier studies show that little has been researched and published post the report mentioned above. We expect this study's findings to be significant for theory and practice in education and relevant to education policy.