Positive Education and Student Wellbeing: A Review of Relationship between Gifted and Non-Gifted Students' Wellbeing and High Achievement

Abstract

In the pursuit of fostering creativity and technology for innovative economies, students' wellbeing has grown globally. Positive education, which emphasises nurturing strengths for wellbeing and peak performance, plays a crucial role. Yet, research on its impact in disciplines, especially STEM areas, is limited. This article reviews 57 studies limited to gifted and non-gifted students, including STEM subjects, to analyse the relationship between positive education and gifted student achievements. Examining literature from 1999 to 2023, the study highlights the significant connection between wellbeingfocused education and academic success. Findings reveal that not only individuals' character traits, constitute inward restorative defenses against mental health issues across all age groups but also the gifted, particularly gifted males, are more susceptible to mental disorders compared to their nongifted and normal or average-intelligence counterparts. The research highlights the importance of identifying gifted students early, utilising their potential for wellbeing and improved outcomes, especially in interdisciplinary fields such as STEM. Incorporating gifted education and wellbeing into preservice teacher education through holistic institutional approaches is crucial, particularly in the context of developing African nations. The study also suggests socio-emotional development for advancing academics, especially in STEM. This research suggests future exploration into the intersection of positive education and students' academic accomplishment.