The author reflects on post-election distress and advises parents of gifted children to acknowledge fears, model compassion and civic engagement, and take constructive action. She urges addressing parents’ own anxieties, teaching the Golden Rule, and supporting children to think and act responsibly in uncertain times.
This essay argues that giftedness is an enduring mode of mental processing, not merely childhood precocity. Adults with gifted minds often face emotional intensity, social isolation, and frustration when society equates giftedness with visible achievement. Greater recognition and support beyond performance metrics are needed.
Using a cheetah metaphor, the essay argues that schools often misidentify and restrict highly gifted children by equating giftedness with achievement. Without proper challenge, space, instruction and support, exceptional children’s potential can be stifled; educators must recognize diverse talents and provide appropriate opportunities for development.
