<![CDATA[Gifted children in Indonesia are frequently misunderstood due to socio-cultural norms that label inquisitive behaviors as attention-seeking, strange, or arrogant. These misperceptions are compounded by gender norms that pressure gifted girls to be calm and reserved, leading to hidden potential, while gifted boys are often mislabeled as naughty for their curiosity. Such dynamics contribute to significant learning difficulties like underachievement and social isolation, which are rooted in social stigma rather than cognitive deficits. A systematic literature review of 16 studies published between 2020 and 2025 was conducted to synthesize evidence on these challenges. The analysis revealed four primary themes: consistent misidentification due to a lack of teacher training; negative social perceptions leading to stereotyping and bullying; gendered expectations causing loneliness in girls and behavioral mislabeling in boys; and resulting learning difficulties, including boredom and anxiety. The evidence indicates that these learning difficulties are predominantly socially constructed, stemming from a conflict between gifted traits and cultural norms. This highlights an urgent need for culturally responsive teacher training, gender-sensitive identification protocols, and adaptive teaching strategies to create a more inclusive and supportive educational environment for gifted children]]>
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