Pull-Out Isn’t a Perk: 5 Research-Backed Reasons to Protect Gifted Services

Michelle Robinson
Apr 19
4 min read

As the school year winds down, many districts begin “restructuring”—revisiting special services, staffing, and schedules. And too often, gifted programs are first on the chopping block. So, if you're hearing things like "We’re moving to a push-in model" or “Differentiation in gen ed should be enough,” you're not alone. Can you even imagine asking a Speech and Language Pathologist or teacher to provide push-in services?

Here is the truth: These aren’t just alternate approaches—they’re diminishing the effectiveness of gifted programs and subtly implying they aren’t essential.

But let’s be clear: Gifted education is not a luxury or a perk—it is an instructional necessity for a population of exceptional learners. (All caps. Hard stop!)

To remove or reduce it while protecting services for every other special population is not just inequitable—it’s educational neglect. Gifted students deserve targeted support, challenge, and community just as much as any other student with unique learning needs. Anything less is unacceptable.

⭐⭐Here are five clear, research-backed reasons to defend your pull-out time—even if it’s just once a week.

⚠️1. Differentiation Alone is Not a Gifted Service

Let’s start with the myth: differentiation in the general classroom ≠ a gifted program. While important, differentiation is a teaching practice, not a replacement for a system of support. Most gen ed classrooms are not equipped to consistently provide the pace, depth, and complexity gifted students require (Robinson, Shore & Enersen, 2007). And according to the National Association for Gifted Children, pull-out classes are a viable and necessary part of a full continuum of gifted services—not a luxury or “extra” perk (NAGC, 2024).

🖇️2. Pull-Out Fosters Essential Peer Connection and Belonging

Gifted students often feel out of sync with their age-peers—socially, emotionally, and intellectually. Pull-out groups create a space where they can connect with others who think and feel deeply like they do. This peer affirmation can reduce isolation and promote positive identity development. As Dr. Julie Lamb Milligan emphasizes in many of her publications, giftedness is not just an academic label! It’s a neurodivergent identity. These students deserve to understand themselves and feel seen. (Here is a great article written by Dr. Lamb-Milligan)

🪞3. Pull-Out Provides Space for SEL and Identity Development

You can't teach social-emotional skills in a five-minute sidebar. Pull-out provides time and space for gifted learners to explore things like perfectionism, imposter syndrome, asynchronous development, and executive functioning—topics that don’t typically surface in gen ed. According to Best Practices in Gifted Education, these SEL supports help students develop not just academic talent, but resilience and self-awareness (Robinson, Shore & Enersen, 2007). For many, this group is where they finally realize, “I’m not the only one.”

I have personally experienced groups giving advice to each other, explaining what worked for them when they are dealing with imposter syndrome or perfectionist paralysis. It was a great example of gifted students demonstrating leadership and empathy, in such an authentic way.

⚠️4. Gifted Learners Need Academic Challenge to Prevent Underachievement

When gifted kids aren't challenged, they disengage. Period. Lack of challenge is one of the leading contributors to underachievement, especially in upper elementary and high school (Siegle, 2012). Pull-out allows for meaningful enrichment, accelerated content, and problem-based learning that actually meets students at their readiness level. And it’s not just about grades—it’s about preserving their love of learning and preventing long-term withdrawal from school.

⚖️5. Gifted Education is Ethically Necessary (and Legally Required in Some States)

Let’s be clear: gifted services are not optional. In many states, gifted students are recognized as having exceptional needs under state education law. A Free and Appropriate Public Education (FAPE) applies to all exceptional learners—not just those receiving special education due to disabilities other than Intellectually Gifted. If students are identified as gifted and their academic needs are unmet, we’re out of compliance—and out of integrity. You wouldn’t remove reading services from a dyslexic student. Why do we think gifted students don’t need the same protection?

Final Thought: Your Advocacy Matters

If you’re the only gifted specialist in your district—or one of just a few—you may feel like your voice doesn’t carry much weight. But it does. Use it. Share this with your admin. Share with the parents of your gifted students. Print it. Forward it. Start the conversation now, while there’s still time to shape next year’s schedule.

You’re not just protecting your program—you’re protecting your students’ right to learn, belong, and thrive.

Let’s advocate together. You don’t have to do it alone.

You’ve got this. 🌼

-Michelle

⭐⭐Here is a resource to help you advocate for your students. There is also a one-pager to give to parents for advocating for their child's gifted pull-out program

Gifted Ed Solutions Facebook Group

Gifted Ed Solutions Instagram

Email Michelle: michelle@themichellerobinson.com

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