NAGC and SENG announced a five-year partnership to advance gifted education, including shared conferences, resources, webinars, and training. Leaders from both organizations praised the collaboration, and SENG will present at NAGC’s annual convention. Future joint activities and initiatives will be announced later.
Discusses resilience in gifted and twice-exceptional children, arguing that supportive adult relationships, opportunities for autonomy, and strength-based activities build resilience. Offers practical tips for parents and caregivers, examples from An Animal School, and suggestions for nurturing hope through interests and routines.
This post outlines five key points for adults supporting neurodivergent queer children: recognize that peers often accept differences, avoid dismissing identities as phases, distinguish gender dysphoria from body dysmorphia, embrace authentic identities rather than grieve them, and celebrate children’s discoveries.
This article analyzes the short film An Animal School: A Tale of Gifts, showing how gifted and twice-exceptional (2e) students struggle emotionally when strengths are ignored. It discusses several characters, links neurodiversity to mental health concerns, and advocates strength-based education, acceptance, and supportive environments.
Board member Rianne van de Ven describes the Week of Giftedness in the Netherlands and Flanders, which hosted over 270 events to raise awareness and reduce misconceptions. She highlights a Dutch emphasis on giftedness as potential needing support and suggests the United States could consider a similar national week.
This article explores how many gifted adults, having lacked understanding and support in childhood, experience a psychological “second childhood” to complete missed developmental tasks. It outlines adapted psychosocial stages for gifted people, highlights issues like shame and interrupted development, and points to resources and training.
The author argues that gifted services support, not undermine, a growth mindset. Schools should offer engaging, differentiated learning for all while maintaining targeted gifted services. Instead of eliminating programs, districts must improve equitable identification and screening to find and meet the needs of gifted learners so every student can flourish.
Adults can better support Twice-Exceptional LGBTQ+ children by offering unconditional acceptance, listening to and using children’s self-described identities, balancing personal research with centering the child’s voice, correcting mistakes briefly without over-apologizing, and seeking queer-led resources or clinicians for additional guidance.
The author describes being “gifted” as a landscape of intense states — going supernova, going to war, and going to live with the elves — exploring how to manage intense creativity, righteous activism, and necessary withdrawal for reflection and renewal.
This reflection on Elijah McClain connects his tragic death to misunderstandings about neurological diversity and giftedness, systemic racism, and loss. The author urges understanding, identity and affinity for gifted individuals, honoring empathy exemplified by McClain’s “gratitude bow,” and calls for supportive communities.
