The paper considers different aspects of introducing contemporary research results in physics to pre-university physics education. For introduction to the classroom adapted units have to be developed, which allow for experimenting and investigation of new phenomena. To develop them a strong collaboration between researchers, educators and teachers is needed. Next, new topics in physics, which are not publicly well known could be used for identification of gifted students, which come from families with lower economical and intellectual background. Such students often do not develop good reading, writing, drawing and math skills, as the work for school is not appreciated and supported at home. Finally, to train teachers in units related to contemporary research results, and to use the adapted units as a part of an instrument for identification of students with deprivileged home background, the regular collaboration between educators and teachers has to exist, and the most advisable form are professional learning communities of teachers. These communities, how they are supported, and how they function are discussed in the last part of the paper.