Which of the following statements about acceleration for gifted students is a common myth?

The idea that acceleration is socially harmful for gifted students is a prevailing myth that often mischaracterizes the implications of accelerating gifted learners. Research has shown that, when implemented thoughtfully, acceleration can provide significant academic benefits and enhance students' engagement and motivation. In fact, many studies indicate that gifted students who are accelerated tend to thrive socially and emotionally, often forming connections with peers who share similar interests and abilities.

This myth may stem from concerns about the social adjustment of gifted students; however, evidence supports the notion that acceleration can lead to positive social interactions and improved self-esteem, particularly when students are placed in environments where they feel challenged and valued. It’s vital to recognize that acceleration should be approached on an individualized basis, tailored to each student’s unique needs, strengths, and preferences, rather than assuming it would inherently harm their social well-being.

Addressing other options, while acceleration can be beneficial for many, it may not be the right choice for every student, hence stating that it is beneficial for all students may be misleading. The belief that all students are capable of acceleration overlooks the varying readiness levels and learning styles present in any given classroom. Similarly, suggesting that gifted students only need minor adjustments can underestimate their specific needs and the potential benefits of more