The ‘peer effect’: how gifted pupils can inspire the whole classroom

Due to researchers looking at how pupil interactions can impact academic achievements, the peer effect has come into focus in the field of education.

A recent study (2023) used pupil-level administrative and psychological data to research the influence of gifted pupils on their normative classmates. The results show that when high achievers are present in a classroom, others tend to exhibit higher academic performance in both maths and languages. In particular, the research also reveals that while boys and high achievers gain more, girls see most of their benefits from pupils of the same gender.

Another study based on the evidence from Hungarian schools showed that the departure of high-achieving pupils to another school can negatively influence the learning outcomes of the pupils left behind.

Teachers can use different approaches to engage other pupils with the help of higher-achieving peers, for example by incorporating independent and collaborative project-based learning experiences that conclude in presentations. Allowing gifted pupils to collaborate in groups improves their academic performance and benefits classmates as well. Implementing group work and peer mentoring activities can also foster a culture of growth and academic success. Differentiated instruction is also a way to ensure that every pupil understands any given concept regardless of their learning style.

However, it is worth noting that being gifted can be linked to a range of social-emotional difficulties, such as peer exclusion, isolation, stress, anxiety and depression. Inclusive approaches and creative teaching methods can help establish a non-competitive, individualised and open learning environment where all learners’ potential can be fulfilled.