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Category: Communication
Communication
James A. Reffel, David M. Monetti, and David T. Wasieleski (Valdosta State University)

Life Lessons for Gifted Students

Gifted students often experience intense, persistent thoughts and heightened curiosity that can lead to frustration or misunderstanding. This article presents life lessons—persevere through setbacks, value creativity, continue learning, collaborate to improve fairness, and use strengths to manage challenges—to help gifted learners positively interpret difficult experiences.

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James A. Reffel, David M. Monetti, and David T. Wasieleski (Valdosta State University) October 22, 2014
Communication
Stacia Taylor and Krissy Venosdale

Digital Feet in Global Soil: How to help your gifted learner safely navigate the internet

Advice for parents and educators to guide gifted children’s internet use, balancing monitoring with teaching digital citizenship, privacy and trust. Discuss age-appropriate access, classroom modeling, and tools (filters, monitoring software, educational platforms). Emphasizes family-school partnership to build safe, responsible global learners.

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Stacia Taylor and Krissy Venosdale January 23, 2014
Communication
Carolyn Kottmeyer

Social Media for Parents and Educators

This post advises parents and educators on guiding children’s social media use: understand platforms, protect privacy (disable geo-location), model respectful behavior, set rules like limiting contacts and sharing passwords, and use educational resources and curricula to teach digital citizenship and safe online practices.

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Carolyn Kottmeyer April 20, 2013
Communication
Suki Wessling

Stress, Learning, and the Gifted Child

The author describes how imposing conventional, paper-based math caused stress in her twice-exceptional child and how switching to child-led, movement-based approaches (like “swing math”) reduced anxiety and enabled mastery. She recommends noticing stress signs, adapting instruction, and prioritizing pleasure and mastery over standard assessments.

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Suki Wessling March 16, 2013
Communication
Vidisha Patel

We May All Speak English, but We Don’t Always Speak the Same Language

This article explores how different immigration patterns and cultural definitions of giftedness affect assimilation and identification of gifted students. It offers practical guidance—self-reflection, learning families’ cultures, curiosity, observation, active listening, admitting limits, and recognizing varied forms of English—to build understanding and stronger relationships.

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Vidisha Patel May 14, 2012
Communication
Vidisha Patel

A Recipe for a Peaceful Holiday Season

Tips for reducing holiday stress for gifted children: anticipate schedule changes, set intentions, communicate before and during events, maintain modified routines like consistent bedtimes, limit sugar and screen time, and balance stimulation with sleep, outdoor activity, and quiet time to keep holidays meaningful and manageable.

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Vidisha Patel December 30, 2011
Communication
Michael Shaughnessy

An Interview with Roland S. Persson: The Talent of Being Inconvenient

In this interview Roland Persson explains why academically gifted individuals are often labeled inconvenient in schools and workplaces, arguing they threaten authority or self‑esteem. He outlines societal roles (nerd, hero, martyr), workplace challenges, and how power dynamics shape treatment.

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Michael Shaughnessy September 15, 2011
Communication
Thomas Hebert and Richard Kent

Managing His Image: The Challenge Facing a Gifted Male

This article examines how gifted adolescent males may underachieve to maintain a social image. Through examples it shows how peer culture, masculine norms, and fear of vulnerability can lead bright boys to avoid academic recognition. It suggests educator, counselor and mentor strategies to support healthier identities and achievement.

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Thomas Hebert and Richard Kent September 15, 2011
Communication
Lesley Kay Sword

Emotional Intensity in Gifted Children

This article explains that gifted children experience emotional intensity alongside intellectual depth. It outlines varied expressions—bodily symptoms, fears, attachments, critical self-evaluation—and recommends acceptance, open discussion, appropriate discipline, creative outlets, responsibility, and professional support to help them understand and value their sensitivity.

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Lesley Kay Sword September 15, 2011
Communication
Judith Wynn Halsted

Using Books to Meet the Social and Emotional Needs of Gifted Students

The post recommends using children’s books to address gifted students’ social and emotional needs. Reading shared stories lets adults and children discuss issues like feeling different, introversion, perfectionism, and relationships. It guides selecting suitable books, developing thought-provoking questions, and facilitating open-ended discussions in school or home settings.

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Judith Wynn Halsted September 15, 2011