This Systematic Literature Review (SLR) explores the benefits of accelerated learning for gifted students, emphasizing its impact on cognitive, academic, and social-emotional outcomes. Accelerated learning programs, designed to match educational opportunities with the advanced capabilities of gifted students, have gained prominence as effective educational interventions. Despite their growing adoption, concerns regarding their efficacy and the potential challenges faced by participants necessitate a comprehensive examination. This review systematically analyzed studies from major databases, focusing on themes such as cognitive development, academic achievement, and social-emotional well-being. Key findings indicate that accelerated programs significantly enhance cognitive abilities and academic performance, with specialized instructional models contributing to these outcomes. The conclusion highlights the significance of tailored instructional approaches and comprehensive support systems in maximizing the positive outcomes of accelerated learning for gifted students. This review provides an understanding of the benefits and limitations of acceleration, offering guidance for educators, policymakers, and researchers in the development of effective educational strategies for gifted learners.
Abouzahra, A., Sabraoui, A., & Afdel, K. (2020). Model Composition in Model Driven Engineering: A Systematic Literature Review. Information and Software Technology, 125, Article 106316. https://doi.org/10.1016/j.infsof.2020.106316
Assouline, S. G., Blando, C. A., Croft, L. J., Baldus, C. M., & Colangelo, N. (2023). Promoting Excellence: Acceleration through Enrichment. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert, & C A. Little (Eds.), Systems and Models for Developing Programs for the Gifted and Talented (2nd ed., 1-15). Routledge. https://doi.org/10.4324/9781003419426-1
Assouline, S. G., Lupkowski-Shoplik, A., & Colangelo, N. (2021). Academic Acceleration: The Theory Applied. In M. C. Makel, A. N. Rinn, & J. A. Plucker (Eds.), From Giftedness to Gifted Education Reflecting Theory in Practice (pp. 1-19). Routledge. https://doi.org/10.4324/9781003235262-1
Bin Yousef, J. H. (2021). Accelerating Saudi Students into Higher Education Programs: Identifying Potential Educational Interventions to Expedite Development. Humanities and Management Sciences-Scientific Journal of King Faisal University, 22 , 31-38. https://doi.org/10.37575/h/edu/2195
Boazman, J., & Michael, S. (2011). Personal Well-Being of Gifted Students Following Participation in an Early College-Entrance Program. Roeper Review, 33, 76-85. https://doi.org/10.1080/02783193.2011.554153
Boyle, C. S., & Carpenter, A. Y. (2023). Leveraging School and University Partnerships to Provide Accelerated English Language Arts Instruction to Gifted and High Potential Middle School Learners. Gifted Child Today, 46, 201-210. https://doi.org/10.1177/10762175231168440
Brigandi, C. B., Weiner, J. M., Siegle, D., Gubbins, E. J., & Little, C. A. (2018). Environmental Perceptions of Gifted Secondary School Students Engaged in an Evidence-Based Enrichment Practice. Gifted Child Quarterly, 62, 289-305. https://doi.org/10.1177/0016986218758441
Chan, D. W. (2015). Education for the Gifted and Talented. In J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (pp. 158-164). Elsevier. https://doi.org/10.1016/b978-0-08-097086-8.92137-8
Dai, D. Y., & Steenbergen-Hu, S. (2015). Special Class for the Gifted Young: A 34-Year Experimentation with Early College Entrance Programs in China. Roeper Review, 37, 9-18. https://doi.org/10.1080/02783193.2014.975882
Dávid, I., & Balogh, L. (2013). Talent Research and Teacher Training for Gifted Education. Gifted Education International, 29, 162-173. https://doi.org/10.1177/0261429412447713
Duan, X., Shi, J., & Zhou, D. (2010). Developmental Changes in Processing Speed: Influence of Accelerated Eeducation for Gifted Children. Gifted Child Quarterly , 54, 85-91.
Finnan, C., & Swanson, J. D. (2018). Accelerating the Learning of All Students: Cultivating Culture Change in Schools, Classrooms and Individuals. In Accelerating the Learning of all Students: Cultivating Culture Change in Schools, Classrooms and Individuals . Taylor and Francis. https://doi.org/10.4324/9780429502576
Garces-Bacsal, R. M. (2021). Social and Emotional Needs and Learning Processes: Section Introduction. In S. R. Smith (Ed.), Springer International Handbooks of Education (pp. 285-290). Springer. https://doi.org/10.1007/978-981-13-3041-4_76
Gronostaj, A., Werner, E., Bochow, E., & Vock, M. (2016). How to Learn Things at School You Don’t Already Know. Gifted Child Quarterly, 60, 31-46. https://doi.org/10.1177/0016986215609999
Guignard, J., Bacro, F., & Guimard, P. (2021). School Life Satisfaction and Peer Connectedness of Intellectually Gifted Adolescents in France: Is There a Labeling Effect? New Directions for Child and Adolescent Development, 2021, 59-74. https://doi.org/10.1002/cad.20448
Hertzog, N. B., Lamb, K. N., & Mammadov, S. (2021). Parent Perspectives on Sending Their Children to College Early. Journal of Advanced Academics, 32, 399-434. https://doi.org/10.1177/1932202x211007088
Hoogeveen, L., van Hell, J. G., & Verhoeven, L. (2012). Social‐Emotional Characteristics of Gifted Accelerated and Non‐Accelerated Students in the Netherlands. British Journal of Educational Psychology, 82, 585-605. https://doi.org/10.1111/j.2044-8279.2011.02047.x
Ivarsson, L. (2024). Acceleration and Enrichment for Gifted Students—From the Perspective of Swedish Principals. Athens Journal of Education, 11, 95-108. https://doi.org/10.30958/aje.11-2-1
Johnsen, S. K., & VanTassel-Baska, J. (2022). Handbook on Assessments for Gifted Learners: Identification, Learning Progress, and Evaluation. Taylor and Francis.
Kadir, R. D. F. (2021). Improving Students’ Higher Order Mathematical Thinking Skills in Accelerated Classes through Purdue Learning Model. Journal of Physics: Conference Series, 1836, Article 012072. https://doi.org/10.1088/1742-6596/1836/1/012072
Kanevsky, L. S., & Clelland, D. (2013). Accelerating Gifted Students in Canada: Policies and Possibilities. Canadian Journal of Education, 36, 229-271.
Kanlı, E. (2020). Turkish Teachers’ Views on Acceleration. Cypriot Journal of Educational Sciences, 15, 1249-1261. https://doi.org/10.18844/cjes.v15i5.5165
Kelly, L. (2023). Challenging Minds : Thinking Skills and Enrichment Activities . Routledge. https://doi.org/10.4324/9781003419372
Kitchenham, B. (2007). Guidelines for Performing Systematic Literature Reviews in Software Engineering. Tech Report, 2 , 1-57.
Kitsantas, A., Bland, L., & Chirinos, D. S. (2017). Gifted Students’ Perceptions of Gifted Programs: An Inquiry into Their Academic and Social-Emotional Functioning. Journal for the Education of the Gifted, 40, 266-288. https://doi.org/10.1177/0162353217717033
Kronborg, L., & Cornejo-Araya, C. A. (2018). Gifted Educational Provisions for Gifted and Highly Able Students in Victorian Schools, Australia. Universitas Psychologica , 17, 1-14. https://doi.org/10.11144/javeriana.upsy17-5.gepg
Lee, S., Olszewski-Kubilius, P., & Peternel, G. (2010). The Efficacy of Academic Acceleration for Gifted Minority Students. Gifted Child Quarterly, 54, 189-208. https://doi.org/10.1177/0016986210369256
Lee, S. (2021). Supportive Environments for Developing Talent. In M. Neihart (Ed.), The Social and Emotional Development of Gifted Children (2nd ed., 191-204). Routledge. https://doi.org/10.4324/9781003238928-18
Lee, S., Olszewski-Kubilius, P., Makel, M. C., & Putallaz, M. (2015). Gifted Students’ Perceptions of an Accelerated Summer Program and Social Support. Gifted Child Quarterly, 59, 265-282. https://doi.org/10.1177/0016986215599205
Luckey Goudelock, J., & Grantham, T. (2023). Applying Frasier Four A’s to Promote Upstander Teachers for Academic Acceleration of Gifted Black Students. Gifted Child Today, 46, 250-265. https://doi.org/10.1177/10762175231186455
Lupkowski-Shoplik, A., & Behrens, W. A. (2021). What Do Counselors Need to Know about Academic Acceleration? In T. L. Cross, & J. R. Cross (Eds.), Handbook for Counselors Serving Students with Gifts & Talents (2nd ed., 551-566). Routledge. https://doi.org/10.4324/9781003235415-34
McClarty, K. L. (2015). Life in the Fast Lane: Effects of Early Grade Acceleration on High School and College Outcomes. Gifted Child Quarterly, 59, 3-13. https://doi.org/10.1177/0016986214559595
Meyer, M. S. (2022). On the Move: Helping Military-Connected Gifted Students Navigate Non-Promotional School Transitions. In J. A. Castellano, & K. L. Chandler (Eds.), Identifying and Serving Diverse Gifted Learners (pp. 23-39). Routledge. https://doi.org/10.4324/9781003265412-6
Miravete, S. (2023). Should Talented Students Skip a Grade? A Literature Review on Grade Skipping. European Journal of Psychology of Education, 38, 903-923. https://doi.org/10.1007/s10212-022-00614-z
Ogurlu, U., Yalin, H. S., & Yavuz Birben, F. (2018). The Relationship between Psychological Symptoms, Creativity, and Loneliness in Gifted Children. Journal for the Education of the Gifted, 41, 193-210. https://doi.org/10.1177/0162353218763968
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mul-Row, C. D. et al. (2021). The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews. BMJ, 372, Article 71.
Reimann, R., & Heller, K. A. (2004). The Eight-Year German Gymnasium (G 8) as Paradigm of Academic Acceleration Programs for Gifted Students-Methods and Results of a Ten-Year Longitudinal Study. Psychologie in Erziehung Und Uterich , 51, 8-23.
Renati, R., Bonfiglio, N. S., Dilda, M., Mascia, M. L., & Penna, M. P. (2023). Gifted Children through the Eyes of Their Parents:talents, Social-Emotional Challenges, and Educational Strategies from Preschool through Middle School. Children, 10, Article 42. https://doi.org/10.3390/children10010042
Rowlinson, S. C., Stephan, E. A., & Maier, J. R. A. (2017). Work in Progress: Linking Clemson University General Engineering and South Carolina High Schools. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030528702&partnerID=40&md5=56202ecc71bf0b3508f5ec4cfb3b15e2
Schuur, J., van Weerdenburg, M., Hoogeveen, L., & Kroesbergen, E. H. (2021). Social-Emotional Characteristics and Adjustment of Accelerated University Students: A Systematic Review. Gifted Child Quarterly, 65, 29-51. https://doi.org/10.1177/0016986220969392
Scott, K. (2023). Differentiation for Today’s Gifted Learners. In T. Neal (Ed.), Strategies and Considerations for Educating the Academically Gifted (pp. 50-73). IGI Global. https://doi.org/10.4018/978-1-6684-6677-3.ch004
Shaunessy-Dedrick, E., Suldo, S. M., O’Brennan, L., Dedrick, R., Parker, J., Ferron, J. et al. (2022). Acceptability of a Preventative Coping and Connectedness Curriculum for High School Students Entering Accelerated Curricula. Journal for the Education of the Gifted, 45, 203-237. https://doi.org/10.1177/01623532221105307
Slater, E., Burton, K., & Main, S. (2023). Gifted and Home-Educated in Australia. Australasian Journal of Gifted Education, 32, 41-58. https://doi.org/10.21505/ajge.2023.0014
Smedsrud, J. (2018). Mathematically Gifted Accelerated Students Participating in an Ability Group: A Qualitative Interview Study. Frontiers in Psychology, 9, Article ID: 1359. https://doi.org/10.3389/fpsyg.2018.01359
Smedsrud, J. H., Nordahl-Hansen, A., & Idsøe, E. (2022). Mathematically Gifted Students’ Experience with Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview Study. Frontiers in Psychology, 13, Article ID: 876350. https://doi.org/10.3389/fpsyg.2022.876350
Suldo, S. M., Storey, E. D., O’Brennan, L. M., Shaunessy-Dedrick, E., Ferron, J. M., Dedrick, R. F. et al. (2019). Identifying High School Freshmen with Signs of Emotional or Academic Risk: Screening Methods Appropriate for Students in Accelerated Courses. School Mental Health, 11, 210-227. https://doi.org/10.1007/s12310-018-9297-9
Suldo, S. M., Wang, J. H., O’Brennan, L. M., Shaunessy-Dedrick, E., Dedrick, R. F., DiLeo, L. L. et al. (2021). A Motivational Interviewing Intervention for Adolescents in Accelerated High School Curricula: Applicability and Acceptability in a Second Sample. Prevention Science, 22, 811-825. https://doi.org/10.1007/s11121-021-01204-z
Thabane, L., Thomas, T., Ye, C., & Paul, J. (2008). Posing the Research Question: Not So Simple. Canadian Anesthesiologists ’ Society , 56, 71-79. https://doi.org/10.1007/s12630-008-9007-4
Tomprou, D. M., Georgiadi, M., & Plexousakis, S. (2023). Response to Intervention for Gifted and Talented Students. In G. Kougioumtzis, & C. Koundourou (Eds.), Perspectives of Cognitive, Psychosocial, and Learning Difficulties from Childhood to Adulthood: Practical Counseling Strategies (pp. 318-336). IGI Global. https://doi.org/10.4018/978-1-6684-8203-2.ch016
Tsai, D. (2007). Differentiating Curriculum for Gifted Students by Providing Accelerated Options. Gifted Education International, 23, 88-97. https://doi.org/10.1177/026142940702300111
VanTassel-Baska, J. (2022). Assumptions about Schooling: The Myths of Advanced Learning. Gifted Child Today, 45, 235-237. https://doi.org/10.1177/10762175221110939
Wardman, J. (2017). Full-Year Acceleration of Gifted High School Students: A 360° View. In N. Ballam, & R. Moltzen (Eds.), Giftedness and Talent (pp. 227-251). Springer Singapore. https://doi.org/10.1007/978-981-10-6701-3_11
Wu, J., Assouline, S., McClurg, V. M., & McCallum, R. S. (2022). An Investigation of an Early College Entrance Program’s Ability to Impact Intellectual and Social Development. Roeper Review, 44, 111-122. https://doi.org/10.1080/02783193.2022.2043503
Yeo, L., Riley, T., & Dharan, V. (2018). Banter, Belonging, and Being Unique: Boys’ Experiences of Acceleration in New Zealand. Australasian Journal of Gifted Education, 27, 16-27. https://doi.org/10.21505/ajge.2018.0013
Young, M., Ayres, P., & Rogers, K. B. (2009). Getting in: Australian University Decision-Making Processes When Gifted Learners Apply for Early Admission. Australasian Journal of Gifted Education, 18, 43-54.
Zaram, G. N., & Singh, P. (2018). An Experimental Study of Self-Regulated Learning with Mathematically Gifted Pupils in Nigerian Primary Schools. The International Journal of Pedagogy and Curriculum, 25, 29-42. https://doi.org/10.18848/2327-7963/cgp/v25i03/29-42