Using Bronfenbrenner’s bioecological systems theory, this study investigated the school experiences of nine high-ability students from three secondary schools in rural Western India. Analyses of semistructured interviews revealed several interconnected systems of influences on the school experiences of participants. Intrapersonal aspects such as positive academic self-perceptions, constant pursuit for academic excellence, and mixed feelings about being formally identified as gifted directly affected school experiences. In the participants’ immediate environment, school aspects such as teacher–student relationships, teaching methods, and curricular content had the most prominent influence on their school experiences. Interactions between family and the school systems had direct and mixed influences on participants’ school experiences. Besides the adversities of rural education, participants emphasized the unique strengths of rural settings in India including the role of extended families, strong rural attachment, and positive relationships with school, teachers, and community that positively contributed to their school experiences. Implications for rural gifted education in India are discussed.

本研究使用 Bronfenbrenner 的生物生态系统理论，调查了来自印度西部农村三所中学的九名高能力学生的学校经历。对半结构化访谈的分析揭示了对参与者学校经历的几个相互关联的影响系统。积极的学术自我认知、对学术卓越的不断追求以及对被正式认定为天才的复杂感受等内在方面直接影响了学校体验。在参与者的直接环境中，学校方面，如师生关系、教学方法和课程内容对他们的学校经历影响最为显着。家庭和学校系统之间的互动对参与者的学校经历有直接和混合的影响。除了农村教育的困境外，参与者还强调了印度农村环境的独特优势，包括大家庭的作用、强烈的农村依恋以及与学校、教师和社区的积极关系，这些关系对他们的学校经历有积极的贡献。讨论了对印度农村天才教育的影响。