This post outlines simple, daily ways parents and teachers can integrate social-emotional learning (SEL) into children’s routines. Strategies include morning greetings, journaling, class meetings, art activities, responsibilities, problem-solving practice, collaboration, positive self-talk, mindfulness, and fostering a growth mindset to support resilience.
This article explores emotional challenges for musically talented children—boredom, perfectionism, performance anxiety, disappointment, social isolation and career uncertainty—and recommends family support, tailored instruction, ensemble participation, counseling when needed, and realistic guidance to sustain motivation and well-being.
Mark Hess argues gifted boys often experience intense empathy and sensitivity that, when guided, can develop into meaningful leadership. Using classroom examples, he suggests social-emotional lessons delivered in boy-friendly ways help boys belong, practice compassion, and redefine toughness as emotional courage and kindness.
A personal essay tracing introversion from childhood to adulthood. The author describes retreating into imagination, feeling misunderstood in school, and later finding community through writing. Over time shyness becomes a source of strength as quiet friendships and shared creative rituals reveal belonging and pride in being introverted.
This article guides parents of gifted and twice-exceptional children in finding appropriate educational environments. It recommends asking targeted questions about identification, staff empathy, social-emotional support, curriculum and teaching approaches, and ensuring culturally competent assessment and ongoing staff development to meet each child’s unique needs.
The author argues that off-the-shelf social-emotional learning programs often fail gifted students because they are scripted, developmentally generic, and lack real-life relevance or gifted-informed design. Schools should provide gifted-specific training, contextualized skill-building, and individualized approaches to avoid harm and better support these learners.
This piece describes ‘fire chasers’—people with intense, multiple overexcitabilities who pursue experiences, ideas, and challenges relentlessly. It cites historical examples, notes the emotional and physical strain of such intensity, and suggests their passion, if focused, can achieve extraordinary outcomes despite struggles.
The post argues gifted education systems use biased identification and inadequate programs, disadvantaging diverse and low-income students. It calls to change assessments, expand teacher training, fund and redesign programs to focus on social-emotional support, culturally fair measures, universal screening, and community-inclusive approaches to equity.
The article examines the apparent rise in twice-exceptional (2e) students—children with high intellectual potential and disabilities—considering research, changes in assessment and identification practices, and environmental factors such as diet. It highlights diagnostic challenges, possible over-identification, and the need for awareness, support, and further study.
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