Stakeholder
Stakeholder |Risk |Prevention |Intervention |Benefit | |Self |Perfectionism |Parental support; Early identification and cultivation |Parent reassurance, Teacher Differentiation |Student realizes maximum potential.
1) Motivated to achieve.
| | |Boredom |Early Identification; Challenging Curriculum |teachers use differentiation to make lessons more interesting and meaningful to the gifted learner. | | |
| | | | | |
| |Siblings – lack of support |Sibling education (if younger than gifted |Sibling support group. (if older than | |
| | |sibling) |sibling) | |
| | | | | |
| |Academics not important or not cool | | | |
| | | | | |
| |Teacher’s attitude towards student |staff development on differentiation and |Gifted education specialist meets with | |
| | |understanding the nature of gifted children|teachers as needed | |
| | | | | |
Meek Risk Mediation Model
Risks, Prevention, Intervention, Benefits and mediating factors can be added or subtracted as necessary
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