Novosibirsk State Pedagogical University Bulletin, 2018, No.6, pp.41-57

Implementation of mentoring programs for gifted and talented children and youth (an international perspective)

Dudina E. A. 1 (Novosibirsk, Russian Federation)
1 Novosibirsk State Pedagogical University

Introduction. The article studies mentoring as a specialized form of individual educational support and guidance of gifted and talented students whose special needs cannot be met in schools. The purpose of the research is to summarize the main aspects of developing and implementing mentoring programs for gifted and talented students in foreign countries.
Materials and Methods. The research methods include an analysis of mentoring programs for gifted and talented children and youth in foreign countries based on a range of theoretical works by foreign and Russian scholars and research reports of practitioners, generalization and systematization of obtained data.
Results. The research reveals interdisciplinary and interinstitutional approach to development and implementation of mentoring programs for gifted and talented children and youth in foreign countries. The author introduces classification of mentoring programs according to the types of participating gifted students: developmental mentoring programs aimed at successful gifted children and youth and remedial mentoring programs for challenging types of gifted students (underachieving, twice exceptional, underrepresented, etc.). The author argues that specific features of mentoring programs for gifted students depend on their age. Mentoring programs for primary schoolchildren and young adolescents focus on engaging them in a topic or domain and developing the needed skills, knowledge, and values. Mentoring programs for high school-age gifted students deal with talent differentiation, career choice and career goal clarification.
Conclusions. The author has summarized international experience of developing and implementing mentoring programs aimed at meeting special educational, social and emotional needs of gifted and talented children and youth. Specific features of developing and implementing mentoring programs for gifted and talented children and youth in foreign countries have been identified.


Mentoring; Mentor; Mentoring programs; Gifted children and youth; Formal mentoring; Informal mentoring; Developmental mentoring programs; Remedial mentoring programs.

  1. Besnoy K. D., McDaniel S. C. Going up in dreams and esteem: Cross-age mentoring to promote leadership skills in high school-age gifted students. Gifted Child Today, 2016, vol. 39, issue 1, pp. 18–30. DOI:  
  2. Casey K. M. A., Shore B. M. Mentors’ contributions to gifted adolescents’ affective, social, and vocational development. Roeper Review, 2000, vol. 22, issue 4, pp. 227–230. DOI:
  3. Clasen D. R., Hanson M. Double mentoring: A process for facilitating mentorships for gifted students. Roeper Review, 1987, vol. 10, issue 2, pp. 107–110. DOI:  
  4. Davalos R. A., Haensly P. A. After the dust has settled: Youth reflect on their high school mentored research experience. Roeper Review, 1997, vol. 19, issue 4, pp. 204–207. DOI:  
  5. Donlan A. E., McDermott E. R., Zaff J. F. Building relationships between mentors and youth: Development of the TRICS model. Children and Youth Services Review, 2017, vol. 79, pp. 385–398. DOI:  
  6. Dutton H., Deane K. L., Bullen P. Distal and experiential perspectives of relationship quality from mentors, mentees, and program staff in a school-based youth mentoring program. Children and Youth Services Review, 2018, vol. 85, pp. 53–62. DOI:  
  7. Ecker-Lyster M., Niileksela C. Enhancing gifted education for underrepresented students: Promising recruitment and programming strategies. Journal for Education of Gifted, 2017, vol.  40, issue 1, pp. 79–95. DOI:  
  8. Gagné F. Transforming gifts into talents: the DMGT as a developmental theory. High Ability Studies, 2004, vol. 15, issue 2, pp. 119–147. DOI:  
  9. Gagne F. Motivation within the DMGT 2.0 framework. High Ability Studies, 2010, vol. 21, issue  2, pp. 81–99. DOI:
  10. Grassinger P., Porath M., Ziegler A. Mentoring the gifted: A conceptual analysis. High Ability Studies, 2010, vol. 21 (1), pp. 27–46.
  11. Haber-Curran P., Everman D., Martinez M. A. Mentors’ personal growth and development in a college access mentorship program. Mentoring & Tutoring: Partnership in Learning, 2017, vol. 25, issue 4, pp. 485–503. DOI:  
  12. Kaufman F. A., Harrel G., Milam C. P., Woolverton N., Miller J. The nature role and influence of mentors in the lives of gifted adults. Journal of Counselling and Development, 1986, vol. 64, issue 9, pp. 576–578. DOI:  
  13. Kaul C. R., Johnsen S. K., Saxon T. F., Witte M. M. Project promise: A long-term follow-up of low-income gifted students who participated in a summer enrichment program. Journal for Education of Gifted, 2016, vol. 39, issue 2, pp. 83–102. DOI:
  14. Lim T. K. Nurturing giftedness through the mentor‐link programme. High Ability Studies, 1996, vol. 7, issue 2, pp. 169–177. DOI:  
  15. Menges C. Toward improving the effectiveness of formal mentoring programs: Matching by personality matters. Group and Organization Management, 2016, vol. 41 (1), pp. 98–129. DOI:
  16. Peralta L., Cinelli R., Bennie A. Mentoring as a tool to engage Aboriginal youth in remote Australian communities: a qualitative investigation of community members, mentees, teachers, and mentors’ perspectives. Mentoring & Tutoring: Partnership in Learning, 2018, vol. 26, issue 1, pp. 30–49. DOI:  
  17. Pleiss M. K., Feldhusen J. F. Mentors, role models, and heroes in the lives of gifted children. Educational Psychologist, 1995, vol. 30, issue 3, pp. 159–169. DOI:  
  18. Rogers A., Luksyte A., Spitzmueller C. Predictors of effective formal mentoring: Is the mentor’s commitment all that matters? Human Performance, 2016, vol. 29, issue 3, pp. 209–225. DOI:  
  19. Sternberg R. J. WICS as a model of giftedness. High Ability Studies, 2003, vol. 14, issue 2, pp. 109–137. DOI:  
  20. Stoeger H., Hopp M., Ziegler A. Online mentoring as an extracurricular measure to encourage talented girls in stem (science, technology, engineering, and mathematics): An empirical study of one-on-one versus group mentoring. Gifted Child Quarterly, 2017, vol. 61, issue 3, pp. 239–249. DOI:
  21. Subotnik R. F., Olszewski-Kubilius P., Worrell F. C. Rethinking giftedness and gifted education. Psychological Science in the Public Interest, 2011, vol. 12, issue 1, pp. 3–54. DOI:  
  22. Vance E. A., Tanenbaum E., Kaur A., Otto M. C., Morris R. An eight-step guide to creating and sustaining a mentoring program. American Statistician, 2017, vol. 71, issue 1, pp. 23–29. DOI:  
  23. Zorman R., Rachmel Sh., Bashan Z. The national mentoring program in Israel – Challenges and achievement. Gifted Education International, 2016, vol. 32 (2), pp. 173–184. DOI:  
  24. Yurkevich V. S. Gifted children: Intellectual and creative potential of the society. Psychological Science and Education, 2009, no. 4, pp. 74–86. (In Russian) URL:
Date of the publication 31.12.2018