Symposium
Date: 16 March 2026
Time: 1100-1215
Venue: Zoom
Presenters:
1. Dr Emily Mofield (Lipscomb University, College of Education)
2. Dr Megan Parker Peters (Lipscomb University, College of Education)
3. Mdm Law Li Mei (School St Hilda’s Primary School)
4. Mdm Wendy Ng Wai Fung (Nan Hua Primary School)
5. Ms Kua Li En (Alexandra Primary School)
Beyond cognitive ability, schools play an important role in helping students with academic talents develop the psychosocial skills they need to learn and grow confidently. While these students often learn quickly and have a strong drive to succeed, these traits can lead to frustration or self-criticism when they face challenges. Skills such as managing emotions, accepting feedback, and working well with others help them use their strengths more effectively. Learning experiences like project-based learning and collaborative problem-solving provide opportunities to build tolerance for ambiguity, strengthen ideas through teamwork, and develop resilience in overcoming setbacks. Supportive relationships and a classroom environment that encourage perseverance and learning from mistakes help students build these psychosocial skills, overcome challenges, and maintain their passion for learning—especially during the primary years, when they are still developing the drive to fully invest in their talents. This symposium brings together perspectives from research, school leadership, and classroom practice to explore how psychosocial skills can be intentionally nurtured through daily teaching and school-wide efforts. Participants will gain insights into how research can inform practice, consider key conditions for school efforts to succeed, and reflect on how teachers can create opportunities for students to strengthen these core skills.
The discussion will focus on the following questions:
• What are psychosocial skills, and why do they matter for academically talented students’ growth?
• How are these skills developed through classroom experiences and school-based provisions?
• How can schools create environments that nurture these students' growth in ways that benefit all learners?
About the presenters
Megan Parker Peters, Ph.D. and Emily Mofield, Ed.D. are nationally recognized scholars and Co-Directors of the Gifted and Advanced Graduate Programs at Lipscomb University. Their collaborative research focuses on how psychosocial skills, especially perseverance, motivation, and emotional development, act as powerful levers in long-term academic talent development, including for students who experience underachievement or twice-exceptionality.
Dr. Parker Peters, a Full Professor, brings deep expertise in twice-exceptionality (2e), multilingual learners (MLL), and equitable assessment in gifted students. Her research and consulting focus on supporting learners whose advanced academic abilities are often masked by language, learning, or emotional needs. She works with educators to strengthen identification, instruction, and support
structures for diverse high-potential learners.
Dr. Mofield, an Associate Professor, is widely recognized for her work in differentiation, curriculum design, and instructional leadership in gifted education. She has written several books on differentiation, curriculum design, collaboration, and instructional coaching, with a focus on helping general education teachers differentiate curriculum so it promotes advanced thinking and deeper learning. She consults with schools on curriculum modification and instructional practices that extend learning for high-
potential students in inclusive classrooms. Together, Drs. Parker Peters and Mofield are co-authors of Teaching Tenacity, Resilience, and a Drive for Excellence, which received the Legacy Book Award
from TAGT, and they are recipients of the NAGC Hollingworth Research Award.
Mdm Law Li Mei joined St Hilda’s Primary School as Principal after leading two other primary schools. As St Hilda’s offers the Gifted Education Programme (GEP), Mdm Law works closely with various branches of the Ministry of Education (MOE) to support the holistic development of gifted and twice-exceptional students. These efforts have led to the establishment of processes and procedures that contribute to a positive and enriching learning environment for students. In addition to her work with GEP students, Mdm Law is currently focused on enhancing the professional expertise of teachers teaching the mainstream curriculum. By equipping teachers with the necessary pedagogical knowledge and skills, she aims to ensure that students across all streams and domains are appropriately stretched and supported to learn and grow.
Mdm Wendy Ng Wai Fung is a Science teacher at Nan Hua Primary School with 23 years of teaching experience. Wendy is deeply committed to the holistic development of students and takes on several key roles in the affective domain, including student well-being, Values-In-Action (VIA), education and career
guidance, and counselling support. She is particularly passionate about nurturing the psychosocial and socio-emotional development of academically talented learners. Through collaboration with colleagues, she has contributed to initiatives that help students develop everyday resilience, emotional regulation,
collaboration skills, and a positive mindset towards challenges. Additionally, Wendy has played an active
role in the professional development of colleagues in the fraternity. She has shared her experiences and research-informed practices at the Affective Education courses and Gifted Education conferences organised by the Gifted Education Branch.
Ms Kua Li En is an English Language and Mathematics teacher at Alexandra Primary School, where she has been teaching since 2019. She is currently teaching upper primary students and is committed to nurturing students’ strengths alongside their growth in confidence, resilience, and a love for learning. Ms Kua has experience working with High Ability Learners, including integrating Explorations & Inquiry (E&I) within the regular STELLAR curriculum and facilitating Primary 4 English Language Reading Circles that encourage critical thinking, purposeful discussion, and deeper engagement with texts. She has
also guided Primary 5 and 6 students in preparation for enrichment programmes such as the Wits & Words Inter-school Debate Championship and the Creative Writing Programme. Through these
experiences, students are supported in developing key competencies, including critical thinking, effective communication, collaboration, and creative expression.