In regard to "internal pressures... to mask gifts in order to blend in with perceived peer and authority expectations... homeostasis of bias..." are you referring to a perceptive gifted pupil observing that there is an expectation of equal outcomes for all pupils, and the gifted pupil understands that they are not to exceed this?
That is one among the possible scenarios. I also refer to GT students incorrectly perceiving peer social norms to be markers of adult or institutional expectations. Or even prioritiing those lower, unspoken peer norms over higher, overt adult expectations. More nuanced examples would include misattributing their own emotional experience to internal failings rather than external failings. For example, when a child thinks they are "bad at" a skill when in reality it is well below their true instructional level, and thus experienced as not engaging (aka, "boring").
