Gifted Schools in Kuwait: 10 Features of the New System

 Kuwait's Minister of Education, Eng. Jalal Al-Tabtabaei, has approved the regulations for the gifted schools system. This step aims to enhance specialized education and to discover, nurture, and develop the abilities of talented national talents through an integrated regulatory framework that accounts for the nature, needs, and capabilities of gifted learners.

According to the Ministry of Education's official website, the regulations consist of 70 articles distributed across 9 chapters. They regulate various operational aspects of gifted schools, ranging from nomination, identification, and admission to the academic system, enrichment programs, assessment, follow-up, and learner rights protection.

In its October 2025 issue, Al-Mujtama Magazine opened a comprehensive feature titled "Kuwait and Education: Between Ambition and Reality," discussing the future of education reform and the challenges of building the future.

What are the most prominent features of the gifted schools’ system in Kuwait?

1.     When Does Implementation Begin?

The provisions of the regulations apply to gifted schools, enrolled learners, as well as educational, administrative, and supporting technical staff.

Implementation of the system begins in intermediate education from Grade 6 to Grade 9 starting from the 2026/2027 academic year, while the date of its implementation in other educational stages will be determined by a decision from the Minister of Education.

Gifted schools report administratively, technically, and financially to the Gifted Office.

2.   How Does Kuwait Identify the Gifted?

The regulations adopt a scientific identification framework based on standardized and approved tools to measure:

·         General mental ability

·         Academic achievement

·         Creativity

·         Personal interview

Candidates are ranked according to test and interview results, and accepted students are approved based on the available capacity in each school.

A waiting list is created during each identification cycle for candidates who passed the assessments but lacked available seats, to be called upon as vacancies open.

3.   What Do Students Study in Gifted Schools?

Gifted schools follow the official curriculum of the Ministry of Education alongside an enrichment subject, which serves as a core subject allocated two periods per week.

The enrichment subject includes:

·         Academic enrichment

·         Applied projects

·         Thinking skills

·         Problem-solving

·         Activities and competitions

Thus, education extends beyond traditional academic achievement to encompass research, application, creativity, and skill development.

4.   Why Are Class Sizes Limited to 16 Students?

The regulations account for the specialized nature of gifted education, setting a maximum of 16 learners per classroom to ensure a suitable learning environment and facilitate individualized tracking.

The Ministry of Education also provides transportation for learners from various regions across the state, tailored to school hours and scheduled programs.

5.    How Are Enrichment Subject Grades Calculated?

The regulations establish a dedicated 100-point evaluation system for the enrichment subject, distributed as follows:

·         60 points for the project

·         20 points for achievement in activities and competitions

·         20 points for thinking skills, participation, engagement, behavior, and tool handling

This system reflects the nature of gifted schools, which combine academic knowledge, practical execution, application, and skill building.

6.   What Are the Retention Requirements for Gifted Students?

The regulations condition a learner's continuation in gifted schools on fulfilling two core requirements:

·         Maintaining a minimum overall final score of 90%

·         Scoring no less than 75 points in the enrichment subject

This guarantees that the learner continues in the program according to the required academic and enrichment standards.

7.    What Happens When a Learner's Performance Declines?

If a learner's performance declines during the first semester, the school is required to notify the parent, present the case to the Gifted Care Committee, and formulate a documented remedial plan in coordination with the psychologist, social worker, and teachers.

The outcomes of the plan are monitored, and a decision regarding the learner's continued enrollment is only made at the end of the academic year after exhausting these steps.

The regulations guarantee the parent's right to appeal. If the program proves unsuitable for the learner, they transfer to a general education school without being considered failed or repeating their grade.

8.   Who Oversees Gifted Care Within the School?

The regulations mandate the formation of a Gifted Care Committee in every school, chaired by the principal, with members including assistant principals, department heads, the psychologist, and the social worker.

The committee reviews academic struggle cases, approves care plans, and submits recommendations to the Gifted Office.

Additionally, a psychologist and a social worker operate in every school to monitor psychological and family aspects and communicate with parents.

The regulations reinforce individual tracking through a cumulative portfolio created for each learner upon enrollment. It includes identification test results, psychological and academic files, projects, activities, competitions, periodic reports, counseling sessions, and care plans, with strict emphasis on data confidentiality.

9.   What Are the Rights of Learners and Parents?

The regulations grant learners several rights, including:

·         Obtaining an educational and enrichment program tailored to their abilities

·         Provision of an environment, tools, and resources that support their talent

·         Requesting academic, psychological, and social guidance

·         Protection of personal data privacy

·         Reviewing project evaluations and grade components

Parents are granted the right to review the academic, enrichment, and activity programs, as well as retention conditions, prior to enrolling their child.

Parents also hold the right to monitor the learner's progress, view their cumulative file, and stay informed of decisions regarding enrollment continuity, strengthening the partnership between home and school.

10.                      How Do Regulations Protect Student Innovations?

 The regulations affirm the learner's ownership of their projects, innovations, and works. The Gifted Office takes necessary measures to protect these rights—including intellectual property or patents—in coordination with competent authorities.

On the instructional side, the regulations outline a distinct professional role for teachers in gifted schools focused on capability development rather than rote instruction through critical inquiry, accommodating individual differences, and applying project- and inquiry-based learning.

A teacher's teaching load is set at 12 periods per week, with remaining time designated for developing enrichment materials, supervising student projects, coaching for competitions, preparing periodic reports, and participating in training programs and workshops.

Thus, the teacher's role expands to mentorship and guidance, helping learners turn their talent into scientific or creative achievements.