From talented musician to whole child: leaders’ perspectives on caring for gifted students in specialist music programmes

Abstract This study investigates how institutional leaders internationally balance care ethics and excellence within specialist programmes for children gifted for music. Such programmes are offered worldwide, ranging from traditional conservatoire institutions through to highly selective programmes in public and private schools. Eighty-one programme leaders from 68 institutions across 25 countries or states responded to a survey about how they support gifted young students within their music programmes. Comments were coded according to: (1) the programme itself; (2) inter-personal interactions and communication among teachers, students, parents and the community and (3) intra-personal elements focused on the student. Several challenges, imbalances and opportunities related to caring for gifted music students are discussed, highlighting a paradox between providing care for gifted students and the pressure placed upon them.