Gifted children whose learning needs go unrecognised are at elevated risk of boredom, disengagement, anxiety, perfectionism, low mood, low self-esteem and social isolation. Masking abilities to fit in – documented particularly among girls – and long-term underachievement are common.

It’s why the Australian Association for the Education of the Gifted and Talented’s (AAEGT’s) theme for Gifted Awareness Week this year is Varied Voices, Shared Future.

Varied Voices, Shared Future, draws attention to the learners who are disproportionately under-identified: girls, Indigenous children, students from culturally and linguistically diverse backgrounds, those from lower socioeconomic status families, students in rural and remote areas, and twice-exceptional children (gifted learners who also have one or more disabilities, disorders and/or learning differences such as ADHD, dyslexia, anxiety disorders, and/or those on the autism spectrum).

AAEGT President Professor Jae Jung says her research has characterised gifted learners from socioeconomically disadvantaged and culturally diverse backgrounds as among the most neglected groups in the nation’s education system.

“They are less likely to be identified, less likely to be supported, and less likely to access the programs that would help them thrive.

“When we talk about educational equity in Australia, these children need to be part of the conversation,” Jung says.

Professional expectations for Australian teachers are clear due to the explicit description of high-quality teaching practice defined by AITSL’s Professional Standards for Teachers.

‘Standard 1: Know students and how they learn' encapsulates understanding child development and learning, and how to optimally teach in response to the diverse needs of the full range of students.

The reality for gifted students, however, is that misconceptions and myths abound in the teaching profession due to a lack of teacher understanding and skills because of the lack of consistency in teacher training.

As things stand, there is no mandated requirement for gifted education as part of ITE, nor in-service training across all states and territories in Australia, and so outcomes for gifted students are fundamentally left to chance.

As a result, many of our country’s brightest students are languishing in classrooms, on hold, waiting for a chance encounter with someone who sees them and their needs, and knows how to provide for them.

Of course, some gifted students thrive but the inequity behind why those that do and those that don’t is stark.

Without consistency of teacher training, socioeconomic disadvantage, geographical location, language, disability, and myths will continue to be the barriers for gifted students to drive continued underachievement, reduced life outcomes, and the wasting of this precious national resource.

“This isn’t a criticism of teachers or schools - they are working with what they have,” Jung says.

“It’s a structural reality.

“When teacher training requirements and the funding model don’t reflect the needs of gifted learners, the message it sends, however unintended, is that providing support for gifted learners is optional. It isn’t.”

Running from May 18 to 24, Gifted Awareness Week involves a national program of events and aims to send a clear message: giftedness is more complex, more common, and more frequently overlooked than the public conversation tends to recognise.

This year’s theme asks parents, educators, clinicians and policymakers to widen the perspective on what a gifted learner can look like — and to better identify and support the students our system is missing.

Gifted Awareness Week 2026 events include:

• Canberra Gifted Awareness Week Symposium: Friday, May 22, 8am-5.30pm, University of Canberra. A full-day, in-person, cross-sector event at the University of Canberra. Attendees will enjoy expert presentations, networking, Q&As,  and active engagement with research offering evidence, strategies and insight of importance to all stakeholders in the education of gifted students.

• AAEGT Gifted Awareness Week Online Symposium: Friday, May 22, 7pm-8pm (keynote), and Saturday, May 23, 10am-2.50pm. Online. $50. Register here.

• Sydney Gifted Education Forum, hosted by Crimson Global Academy: Sunday, May 24, 1pm-5pm, Norths Cammeray Auditorium, Sydney. An afternoon for parents of school-aged gifted and twice-exceptional children, with expert panels on academic mismatch, advocacy and student wellbeing, a mini-expo of specialist providers, and catered afternoon tea.

A full event program is available here.