Guidance Support for Gifted and Talented Students in Secondary Schools in Port Harcourt, Rivers State: A Management Perspective

Gifted and talented students in Nigerian secondary schools represent an underserved population within guidance and counselling frameworks, with most institutional resources directed toward remedial rather than enrichment-focused support. This study examined the availability and management of guidance support for gifted and talented students in secondary schools in Port Harcourt, Rivers State, South South Nigeria. A descriptive survey design was employed, with 75 school counsellors and administrators from 20 secondary schools participating. The Gifted Student Guidance Support Assessment Tool and a structured administrative review questionnaire were administered. Data were analysed using means, frequencies, and chi-square tests. Findings indicated that formal identification procedures for gifted students were absent in most schools, and counsellors rarely received training in differentiated guidance for high-ability learners. Where gifted students had been informally identified, guidance support was limited to examination preparation rather than holistic development including social-emotional, advanced academic, and career enrichment dimensions. The study concluded that guidance management frameworks in Rivers State secondary schools inadequately serve gifted learners. Recommendations included the adoption of a gifted education policy across Rivers State secondary schools, incorporation of gifted student counselling modules in counsellor training, and advocacy for talent development partnerships between schools and universities. Keywords: gifted students, guidance support, talent development, secondary school, Rivers State.