The social-emotional well-being of gifted children of school age: a systematic review Chinchilla Laguna, Ana Torrijos-Muelas, Marta González Víllora, Sixto Gifted children Well-being Physical Activity This research is part of the project entitled “Impact of a Physical Activity Programme on Primary Education Students with High Intellectual Ability to Improve Cognitive and Socio-Emotional Well-Being”, reference PID2022-137397NB-I00/AEI/10.13039/501100011033/FEDER, EU, funded by the Spanish Ministry of Science and Innovation and co-financed by the European Regional Development Fund (ERDF). Introduction: This study addresses the social emotional well-being of gifted children in the context of physical education, a crucial area for their integral development and scarcely researched. The limited number of studies highlights the necessity of this analysis underscores the need for this analysis. This systematic review seeks to know the status of socioemotional well-being of gifted children in the scientific literature. Method: A systematic review was designed in accordance with PRISMA 2020 Statement and inclusion, and exclusion criteria were rigorously applied to select the most relevant studies. Study quality was assessed by two independent reviewers with field knowledge to reduce bias. Results: Twenty-two articles, published between 1993 and 2025, were reviewed and the main topics were educational needs and strategies, school environment and emotional management. Conclusions: The review highlights the need to create more Physical Activity and Sport programs for gifted children, following WHO recommendations and fostering the autonomy of participants through student-centred pedagogical models to maximize their socioemotional well-being and physical development. 2025-09-17T11:00:51Z 2025-09-17T11:00:51Z 2025-07-31 journal article Chinchilla Laguna, A., Torrijos-Muelas, M., & González-Víllo- ra, S. (2025). The social-emotional well-being of gifted children of school age: a systematic review. Publicaciones, 55(1), 43–64. https://doi.org/10.30827/publicaciones.v55i1.34351 2530-9269 1577-4147 https://hdl.handle.net/10481/106394 10.30827/publicaciones.v55i1.34351 eng http://creativecommons.org/licenses/by-sa/4.0/ open access Atribución-CompartirIgual 4.0 Internacional Universidad de Granada