Directors’ Corner
Dr. Sylvia Bagley describes her path into gifted education as a parent, scholar, and SENG Education Chair. She discusses twice-exceptionality, inequities in identification and services, the importance of culturally responsive practices and local norms, and invites collaboration to expand equitable, research-based support for gifted learners.
Gifted Services Are the Key to a Growth Mindset, Part One
Providing appropriately challenging gifted services nurtures a growth mindset in gifted and all students. When children only get work they’ve already mastered they cannot grow; targeted services meet academic, social, and emotional needs, encourage risk-taking and learning, and support students rather than exclude them.
The Interface of Overthinking, Anxiety, and Shame Among Gifted Children
Gifted children often feel different and socially isolated, which can lead to overthinking, anxiety, and shame. Parents can help by creating shame-free environments, validating feelings, teaching coping skills like mindfulness and rehearsal, building calming toolkits, fostering independence, and seeking professional support when needed.