A learning and wellbeing masterclass for high potential and gifted students
Understanding strengths, navigating challenge and turning potential into progress.
Being a high potential or gifted learner can be exciting, but it does not mean learning is always easy. Thriving as a Learner is an interactive, research-informed masterclass designed specifically for high potential and gifted students. It helps students understand what may be getting in the way of their learning and develop practical strategies for challenge, motivation, confidence, feedback and self-regulation.
Particularly suited to selective high schools, Opportunity Classes and schools with identified HPG cohorts.
For face-to-face delivery, one-hour sessions are normally scheduled across a full school day so that several classes, year groups or stages can participate.
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Why this program?
High potential does not automatically mean high confidence, consistent performance or ease with challenge. Students who are used to succeeding quickly can find genuine challenge unexpectedly difficult.
They may avoid tasks where success is uncertain, become highly self-critical, procrastinate, struggle to ask for help, or interpret difficulty as evidence that they are not as capable as they thought.
These patterns can affect both student wellbeing and the development of potential .
They need to understand how to respond to challenge.
What students gain
Greater self-awareness
Students recognise their own responses to challenge, feedback, mistakes and expectations.
A way to locate the problem
Students consider whether a learning block may relate to skill, confidence, motivation, task value, self-regulation or context.
Practical strategies
Students develop approaches for responding to perfectionism, procrastination, feedback, setbacks and difficult learning.
A clear next step
Students leave with a strategy they can apply to their own learning.
Different stages. Same core ideas. Different conversations.
The program is not one presentation repeated from Years 5–12. The core concepts remain consistent, but the examples, language, reflection tasks and emphasis change according to students’ developmental and learning needs.
Stage 3
Learning challenge, confidence and getting started
- why being capable does not mean everything should be easy
- mistakes and feedback
- asking for help
- confidence through challenge
Stage 4
Identity, challenge, motivation and self-regulation
- learner identity
- motivation
- comparison with peers
- growing independence
Stage 5
Perfectionism, resilience and independent learning
- perfectionism
- procrastination
- fear of failure
- intellectual risk
Stage 6
High-stakes performance and sustained self-regulation
- academic pressure
- workload and prioritisation
- feedback and deliberate practice
- separating performance from identity
Same core concepts. Different conversations. Right for their stage.
Supporting learning, wellbeing and talent development
Thriving as a Learner sits at the intersection of learning, wellbeing and talent development.
The program supports students to better understand their responses to challenge, build confidence and self-efficacy, strengthen motivation and self-regulation, and respond more productively to feedback and setbacks.
For NSW public schools, this complements the Department’s emphasis on Connect, Succeed and Thrive , alongside current High Potential and Gifted Education priorities relating to talent development, challenge, engagement and student wellbeing.
What students say
“It gave me ideas to help with school stress.”
“I loved how relatable it was, and the strategies I can use.”
“It really helped me understand why my learning can be so difficult sometimes.”
Comments from students who have participated in Thriving as a Learner.
Bespoke programs for your school
Your students. Your context. The same research-informed foundation.
Schools can commission a bespoke version of Thriving as a Learner designed around their particular context.
A customised program may respond to:
- student voice or wellbeing data
- gifted underachievement
- perfectionism and motivation
- transition into selective or secondary settings
- engagement and help-seeking
- independent learning and self-regulation
- Stage 6 pressure and performance
- school-specific HPGE priorities
A bespoke program can include consultation with school leaders, tailored student scenarios and activities, customised student resources, differentiated sessions across stages and recommendations for teacher follow-up.
Led by Dr Ruth Phillips
More than 30 years working in gifted and high potential education
- extensive experience working directly with gifted students
- PhD research focused on gifted education and underachievement in selective settings
- experience across public, independent and Catholic schools
- specialist work in motivation, adolescent learning and talent development
School delivery
Introductory masterclass: 1 hour
Group size: up to 30 students
Delivery: face-to-face or online
Versions: Stage 3, Stage 4, Stage 5 and Stage 6
For face-to-face delivery, masterclasses are normally scheduled as part of a full school day , allowing several classes or year groups to participate.
Schools can choose established Stage-based sessions, multiple groups across one school day, a multi-stage pathway, or a bespoke program developed around the school context.
School bookings and enquiries
Contact Ruth to discuss your school’s priorities, student groups and preferred delivery arrangements, and request a tailored quotation. Masterclasses are available face-to-face at your school or online.
Bespoke programs: A program can be developed around your school’s context, priorities and student needs. Contact Ruth to discuss the scope and request a tailored proposal.
Invest in their potential. Help them learn how to thrive.
Give your high potential and gifted students the understanding, strategies and confidence to navigate challenge and continue developing their potential.
Dr Ruth Phillips | Accanto
ruth@accanto.com.au