February 13, 2026
Supporting high achieving and talented learners in our schools
Katherine Hubbard
Upper School English Teacher
Key Stage 3 Phase Leader
In an international school setting, where students come from a wide range of cultural and linguistic backgrounds, it is especially important that we recognise and nurture the needs of all learners, including those who show high potential. Just as importantly, we must ensure that these students are identified and supported effectively, so that no student is overlooked, and that every child has the opportunity to achieve at the level they are truly capable of.
Once identified, High Achieving and Talented students need tailored opportunities to thrive. Drawing on the work of leading researchers such as Joseph Renzulli and Joyce VanTassel-Baska1, alongside wider research into inclusive and responsive teaching, there are several strategies that can enhance the classroom experience for these learners. One important approach that supports this is adaptive teaching, where tasks are deliberately designed to be more challenging, thought-provoking and open-ended, giving students the chance to stretch their thinking. Alongside this, enrichment opportunities play a key role; through projects, problem-solving activities and cross-curricular links, students are encouraged to explore topics in greater depth and make meaningful connections in their learning. Finally, fostering a growth mindset and developing metacognitive skills are essential, as they help students to reflect on their own progress, take risks with confidence, and build resilience when faced with challenges.
As part of my involvement in the Cognita Spain Aspiring Leaders Course, which supports teachers in leading areas of our School Improvement Plan, I have been leading the High Achieving and Talented Change Project, exploring effective approaches with The Inclusion Team and sharing examples of best practice already taking place across our schools.
These methods not only raise attainment levels but also foster a love of learning, ensuring that students remain engaged, motivated, and enthusiastic. Importantly, it also means that learning will not simply be about “more of the same” work, but about meaningful challenges that stretch the students in the right way.
The balance here is crucial. As Shaun Allison and Andy Tharby remind us in Make Every Lesson Count, “The skill of the effective teacher, therefore, is to push students just far enough so that they are in a productive/healthy struggle, but not so far that they drown in a sea of panic.” This perfectly captures the approach we are striving for: stretching students so they are challenged, but always within a framework of support.
Parents also play an important role in supporting high potential at home. Small actions can make a big difference. For example:
- Encourage curiosity by allowing your child to pursue their interests deeply and ask questions about the world around them.
- Praise effort as much as achievement by focusing on perseverance which will help build resilience and a healthy attitude toward learning.
Inspired by Renzulli’s Schoolwide Enrichment Model2, our goal at ELIS is to ensure that High Achieving and Talented students are not left “backstage” but are given the stage they deserve to shine. As Renzulli himself puts it, enjoyment leads to engagement, and engagement leads to enthusiasm for learning. That enthusiasm is what drives true achievement. Therefore, at ELIS, we strive to create a learning environment where every student, regardless of background, is inspired to pursue excellence, challenged at the right level, and supported to grow both academically and personally. By celebrating talent, nurturing curiosity, and fostering resilience, we aim to ensure that all learners not only succeed in school but also develop the confidence and passion to thrive in a rapidly evolving world.