An interview with Dr. Tracy Cross discussing his background, work with gifted children, and the social and emotional needs of gifted youth. He addresses parents’ and teachers’ concerns, underachievement, perfectionism, listening to students, program challenges, and the William & Mary Center’s work.
This article identifies eight common myths about the social and emotional development of gifted students—about age grouping, heterogenous classrooms, well-roundedness, innate talent, expertise, adult understanding, being ‘too smart,’ and blanket labels. It urges evidence-based practices, support, and environments that nurture gifted students’ needs.
Tracy L. Cross discusses how gifted students’ school experiences vary widely and are shaped by social, institutional, and cultural systems. Mixed messages, bullying, and media portrayals can produce internalized anger. She argues for acknowledgement, safer school environments, consistent supportive messages, and local efforts by families and teachers to improve conditions.
