This article advises parents of gifted children on collaborating with teachers to ensure appropriate challenges. It explains common classroom constraints, suggests constructive communication strategies, and outlines options like acceleration, differentiation, independent study, and learning contracts to better meet gifted students’ needs within mixed-ability classrooms.
This article presents an eclectic psychodynamic psychotherapy approach for exceptionally and profoundly gifted adolescents and adults, describing stages of treatment from crisis management to integrating extracognitive abilities. It emphasizes assessment, therapeutic alliance, diagnosis, stress and medication management, and resolving guilt, autonomy, and extracognitive–intellectual conflicts to enhance functioning.
Guidance for parent–teacher conferences that emphasizes whole-child development. Parents should prepare questions about academic, social, and emotional growth, communicate constructively with teachers, celebrate classroom successes, support learning needs, and explore appropriate enrichment. Includes sample questions to better understand a child’s behavior and abilities.
Fifth graders shared eight key messages for parents of highly able children: allow transition time after school, let them work independently, respect their ideas, help them manage feelings, provide movement, acknowledge overexcitabilities, create bedtime routines, and open communication channels at home.
A two-part account by Joseph and Holly Hughes describing Joseph’s giftedness being misread as disorder, the family’s struggle with schools and diagnosis, discovery of SENG and supportive community, Joe’s resilience leading to a GED and his novel Armorica, and advice to trust and accept gifted children’s differences.
This article answers a parent’s question about struggles with a gifted teenager, describing parenting styles from overprotective ‘hothouse’ to laissez-faire ‘thrown to the wolves.’ It advises seeking help, building support networks, consulting therapists, and recommends books like Children: The Challenge and The Optimistic Child.
Practical guidance for parents and educators on supporting introverted children. Describes common introvert traits—need for privacy, thorough thinking, and sensitivity—and offers strategies for home and classroom: honoring personal space, allowing processing time, private feedback, alternatives to oral presentations, and ways to recharge.
Using George Mason’s Final Four experience, the post reflects on helping gifted children cope with competition and loss. It emphasizes balancing achievement with fun, fostering supportive environments, countering perfectionism, and teaching resilience so young people value effort and recover from failure with pride and perspective.
Discusses how existential dread affects gifted adolescents and how adults can help. Advocates team approaches—parents, teachers, and peers—to provide social nourishment, emotional acceptance, and philosophical guidance, recognize developmental ambivalence, teach social skills, and offer mentorship to reduce isolation, depression, and suicidal ideation.
Twice-exceptional students face emotional challenges—anger, fear of failure, control, low self-esteem, and fear of success—that can impede achievement. Early identification, accommodations, and strong support systems help them use strengths, learn compensatory skills, and develop competence, resilience, and academic success.
