ABILITY GROUPING:

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Does grouping gifted kids in special classes reduce boredom? The latest research by Feuchter, M. D., & Preckel, F. (2022) found that it didn't help much! The authors conclude, "This 3.5-year study examines the development of boredom in mathematics and German in Grade 5 to 8 in secondary school students. Students either attended regular classes or special classes for the gifted (i.e., full-time ability grouping). Comparing boredom development across class types, we found only limited evidence for benefits of special classes for the gifted regarding the development of boredom. Rather, boredom increased in both class types over time. Despite other favorable effects of special classes for the gifted, tackling boredom does not seem to be one of them. Direct boredom prevention deserves increased attention throughout secondary school independent of class-type." Citation: Reducing boredom in gifted education—Evaluating the effects of full-time ability grouping. Journal of Educational Psychology, 114(6), 1477–1493. https://doi.org/10.1037/edu0000694

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However, other research has suggested that grouping could be an effective way to reduce boredom for gifted kids. For example, Little (2012) writes that curriculum can be motivating for gifted students and suggests that ensuring curriculum for gifted students can contribute to reduced boredom in the classroom. Additional research from Norway has found that teachers' mathematical competence is associated with boredom in school.