Current developments in gifted education: Iceland

This chapter provides an overview of current developments in gifted education in Iceland, situated within the country’s historical, cultural, and policy context. It outlines the legislative and curricular framework governing compulsory and upper secondary education, highlighting the absence of explicit provisions for gifted students within an inclusive “school for all” model. The chapter traces the rise and decline of several national and local enrichment initiatives since the 1980s, examining their aims, modes of identification, and political circumstances. Issues of identification, teacher education, and professional development are discussed, alongside informal and out-of-school opportunities currently available to all students, including the gifted and talented. The chapter concludes by identifying key challenges, including limited systemic support, the lack of sustained programmes, and an underdeveloped public discourse on giftedness. Recent policy developments are considered as a potential basis for renewed policy and professional attention to gifted education in Iceland.