Traditional methods of schooling can fail to bring about schools as places for developing the broadest and richest experiences for creating talent in the young. The field of gifted education has put forward many innovations that have become mainstays of the American educational system. The Schoolwide Enrichment Model comprises strategies for increasing student effort, enjoyment, and performance, and for integrating a range of advanced-level learning experiences and thinking skills into all curricular areas. Every school has students within it who possess the highest potential for advanced-level learning, creative problem solving, and the motivation to pursue rigorous and rewarding work. Rather than being sources for the acquisition of information, schools should be places for developing the talents of all students. / Los métodos tradicionales de escolaridad pueden llevar al fracaso la intención de hacer de los colegios lugares de desarrollo de experiencias enriquecedoras para el talento creativo de los jóvenes. El campo de la educación para el sobredotado ha formulado numerosas innovaciones que se han constituido en pilares del sistema educativo en EE. UU. El Modelo de Enriquecimiento Escolar comprende estrategias para incrementar el esfuerzo del estudiante, su gozo y desempeño, así como para integrar un rango de experiencias de aprendizaje de nivel avanzado, junto con destrezas de pensamiento, en todas las áreas curriculares. Cada colegio tiene estudiantes que poseen elevado potencial para el aprendizaje en niveles avanzados, la solución de problemas creativos y la motivación para seguir un trabajo de excelencia y rigor. Más que fuentes de adquisición de información, los colegios deben ser lugares para el desarrollo de talentos en todos sus estudiantes.

The cost of higher education is rapidly increasing on both a global scale (Creed, French & Hood, 2015), and in the local South African context (Calitz & Fourie, 2016). This rise in costs has seen a commensurate increase in the number of university students who work, largely as a means to fund the increasing cost of their higher education (Butler, 2007; Cinamon, 2016; Owen, Kavanagh & Dollard, 2018). These working students are frequently referred to as non-traditional students in the academic literature. The psychological experiences of non-traditional students who work is a pertinent and expanding area of interest for multiple stakeholders (Owen et al., 2018). These experiences can be classified through the constructs of Work-School Conflict (WSC) and Work-School Enrichment (WSE), which refer, respectively, to the negative and positive aspects of the work-school interface (Butler, 2007). The antecedents of WSC and WSE experiences amongst nontraditional working students have to date not received any empirical attention in the South African research literature. This study aims to address this gap by contributing to the national body of knowledge in this area. The measures used were secondary self-report survey data completed by post-graduate university students who are simultaneously engaged in paid work (N=330). Multiple regression analyses indicated that time demands, job demands and social support from work explained a significant proportion of WSC; whilst job-school congruence and social support within the work context were statistically significant predictors of WSE. Moderation analyses revealed that social support at work influenced the relationship between job demands and WSC, whilst employee role saliency significantly interacted with job-school congruence to influence WSE. The results of this study are aligned to international work-school research findings, which support the additive model of job characteristics as antecedents to WSC and WSE. These results also provide deeper insight into the less explored moderation effects of work resources and demands interacting to influence WSC and WSE. Theoretical, management and educational implications of these findings are considered in relation to the existing literature.