| Summary: | Gifted children are a forgotten group in the Swedish school context according to earlier research. Swedish teachers need to have more knowledge about gifted children. Several countries have special programs or education for gifted children. Sweden has no national action plan for gifted children, though Skolverket has published several texts about gifted children as information to schools. A comparative research design is applied in this study. The method in the thesis is comparative, and semi-structured interviews have been conducted. The respondents were principals, teachers and special educators from Thailand and Sweden. The collected data was thematised into three topics: Definitions of gifted children, strategies in education and“dark side” for gifted children. The data collection was limited due to the Corona-outbreak in the beginning of 2020. However, the result shows there is a difference between how the Thai and Swedish respondents define gifted children. They are fairly consistent in how gifted children can be helped in education. Further knowledge, for researchers and educators in both Thailand and Sweden would improve the education and can help more children to succeed in school.
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