This research investigates how academically gifted students can be better supported in Irish science classrooms. Drawing on teacher and student experiences alongside existing literature, it aims to develop practical guidelines and classroom activities that provide appropriate challenge, reduce underachievement, and create a foundation for improved gifted education across the Irish education system.

This research examines how educational assessment systems can become more just, inclusive, and culturally relevant. Using participatory action research, it proposes a five-step framework emphasizing community collaboration, anti-racist assessment design, continuous revision, and student-centered approaches that prioritize equity, engagement, identity, and educational justice over standardized measurement alone.