Concern among education and school guidance professionals about the well-being of highly able students has increased in recent decades. However, studies on their socio-emotional development and psychosocial adjustment are scarce and present contradictory results. Although in principle it seems that there are no significant differences in mental pathology, some indicators point to them as a vulnerable group. Some of the variables that seem to influence the results refer to the type of ability, the educational adjustment, the emotional support of their families and the personal characteristics of each child/adolescent.

In this symposium, different communications on the subject are presented. Firstly, the mental health of these pupils is analysed, emphasising the need to detect situations of double exceptionality for their correct attention: ASD, ADHD, dyslexia... (Hospital Universitario y Politécnico La FE de Valencia). The next two contributions focus on discovering the conditions of the social contexts that favour or hinder their growth and development: the socio-emotional needs of adolescents (University of Cantabria) and the social support perceived by their families (University of Valencia). Finally, the last two will present some educational experiences that have had a positive impact: the first focused on empowerment and teacher training for the development of enrichment programmes (Catholic University of Valencia "San Vicente Mártir"); the second addressing artistic expression as a reflection of the self-concept and emotional intelligence of students with high abilities (case study, University of Cantabria).