Teachers’ Handlingsrom Under Cross-Pressure. Developing the CP-Well Model of Well-Being in Gifted Education
This study explores how teaching gifted students in a Norwegian municipality impacts teachers emotionally, and how systemic and cultural norms shape their views and practices. Teachers face mixed signals: vague definitions, little training, egalitarian values that question giftedness, and a strong focus on inclusive education. These tensions can limit their handlingsrom; the space for professional agency, and challenge their well-being. Based on four related sub-studies, the research uses a meta-ethnographic approach to identify three core dynamics: conceptual ambiguity, ethical strain from cross-pressure, and buffers that balance demands and resources. These insights informed the Cross-Pressure Model for Teacher Well-being (CP-Well Model), which places teacher integrity at the center. The study argues that teacher well-being in gifted education depends less on personal resilience and more on structural, cultural, and policy conditions. Addressing these requires systemic support, leadership, and continuous professional development.
Published in 20th International European Council for High Ability (ECHA) Conference, 2026
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