Sainz López, VanesaCampos Peña, Cristina2025-11-272025-11-272025-01-02Sainz López, V & Campos Peña, C 2025, 'Hipersensibilidad en estudiantes con Altas Capacidades Intelectuales : Un estudio comparativo en Educación Primaria', European Public and Social Innovation Review, vol. 10. https://doi.org/10.31637/epsir-2025-10302529-9824https://hdl.handle.net/10641/6557Publisher Copyright: © 2025, HISIN (History of Information Systems). All rights reserved.Introduction: This study investigates the relationship between High Intellectual Abilities (HIA) and hypersensitivity in primary school children, as well as gender differences in hypersensitivity. Methodology: A non-experimental comparative design was employed. The sample included 62 primary school students from the Community of Madrid, of whom 48.4% were diagnosed with HIA. The HSPS and EPAS-A scales were used to measure hypersensitivity. Results: Students with HIA showed significantly higher levels of sensitivity compared to their peers without HIA. Differences were significant across all dimensions of the EPAS-A, with greater depth of processing, emotional reactivity, sensitivity to nuances and subtleties, and overstimulation in students with HIA. Additionally, girls showed higher levels of sensitivity than boys. Conclusions: It is crucial to recognize and address the specific needs of students with HIA and hypersensitivity to support their emotional and academic development. The gender differences in hypersensitivity suggest that differentiated approaches should be considered in educational interventions. Creating an appropriate educational and emotional environment can foster the integral development of these students.346318spahttp://creativecommons.org/licenses/by-nc-nd/4.0/GenderGifted EducationGiftednessHigh SensitivityHighly Sensitive PersonHypersensitivityIntelligencePrimary EducationDesarrolloSociología y ciencias políticasEconomía, econometría y finanzas (miscelánea)SiSijournal articleopen access10.31637/epsir-2025-1030https://www.scopus.com/pages/publications/85216782071https://www.scopus.com/pages/publications/85216782071#tab=citedBy