Background: Despite possessing high intelligence quotients and advanced cognitive abilities, gifted adolescents encounter numerous challenges, difficulties, and psychological pressures across various domains of life. Understanding and exploring the lived experiences of gifted adolescents can illuminate different aspects of their lives and serve as a step toward reducing difficulties, providing specialized opportunities, and improving their quality of life.

Objective :The present study aimed to explore the challenges and problems associated with giftedness in the lived experiences of gifted adolescents through a phenomenological approach.

Method :This study employed a qualitative research design based on interpretative phenomenology. Participants were selected using purposive sampling in accordance with the study’s inclusion criteria and were interviewed individually. Data saturation was achieved after the tenth interview; however, to enhance credibility, interviews continued until the thirteenth participant. Data were collected through in-depth semi-structured interviews. The interview data were analyzed using Colaizzi’s seven-step method with the assistance of MAXQDA software.

Findings :The findings obtained from the analysis of the interviews indicated that three main themes were extracted: academic and educational challenges, emotional and psychological challenges, and communication and social challenges. Within the main theme of academic and educational challenges, eight sub-themes were identified: educational needs of gifted students, traditional teaching methods, test-oriented approaches and inappropriate assignments, creativity and innovation, research opportunities, memory-based learning, academic pressure, and lack of attention to diverse talents. Within the main theme of emotional and psychological challenges, ten sub-themes were identified: loneliness, fear of others’ judgment, anxiety, expectations, perfectionism, fear of failure, rumination, mood fluctuations, fear of competition, and depression. Within the main theme of communication and social challenges, six sub-themes were identified: social withdrawal, changes in peer interaction patterns after success, unhealthy competition, difficulty adapting to school rules, and communication conflicts with teachers.

Conclusion :t gifted adolescents face a complex set of academic, emotional, and social challenges that can significantly affect their educational experiences, mental health, and social relationships. Therefore, designing and implementing educational and supportive programs tailored to the cognitive, emotional, and social needs of this group is essential for enhancing their quality of life and fostering the optimal development of their talents.