Advice from parents of gifted children emphasizes loving them for who they are, setting realistic expectations, encouraging progress over perfection, allowing safe failure, fostering peer connections and communication, respecting solitary time, promoting consistency and cooperation with schools, and modeling balanced self-care.
Parents and educators should align expectations to support gifted children’s development. Gifted students need appropriate academic pacing, diverse reading material, arts exposure, peers of similar ability, and a nurturing environment that values talents, encourages exploration, tolerates mistakes, and channels perfectionism into productive behaviors.
Guidance for parent–teacher conferences that emphasizes whole-child development. Parents should prepare questions about academic, social, and emotional growth, communicate constructively with teachers, celebrate classroom successes, support learning needs, and explore appropriate enrichment. Includes sample questions to better understand a child’s behavior and abilities.
This article describes the SENG-Model Parent Support Groups, a ten-week program developed to help parents of gifted children address social and emotional needs. It outlines topics covered, training expansion, participant outcomes, and encouragement to establish local groups and facilitator training.
This post offers guidance for parents of gifted children on planning meaningful summers: combining outdoor activity, arts, sports, volunteer work, and family time to support development. It emphasizes mental health benefits and provides a practical list of fifty varied activities and projects to engage gifted youths.
The author outlines common experiences of parents of gifted children: they seek effective communication, appropriate education, social engagement, humor and positive relationships, yet often feel isolated and stressed. Practical approaches include reflective listening, advocacy with schools, community involvement, and support through SENG parent groups and conferences.
