The SENG team reflects on 2015 with gratitude, noting growth, mistakes, and plans for expansion. They emphasize inclusive communities, role diversity, responsibility, and seeking mission-focused supporters, inviting partnership to better meet gifted individuals’ social and emotional needs while wishing readers peace and joy.
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.
This post argues profoundly gifted children often need acceleration and individualized, interest-driven learning. Unschooling, mentors and access to higher-level materials help meet cognitive needs while balancing social-emotional development. Parents must adapt, support specialization, and accept there is no one-size-fits-all formula.
Research with gifted Year 8 students, parents and teachers found like-mindedness centers on similar thinking processes rather than identical outcomes. Gifted students value choice, challenge and control in peer groupings; shared thinking fosters understanding, empathy, deep learning and high-quality friendships while reducing boredom and frustration in mixed-ability settings.
The SENG Professional Advisory Committee supports gifted and creative individuals by advising outreach to healthcare and education professionals, combating myths, and promoting understanding. It helps address issues like overexcitability, developmental asynchrony, twice-exceptionality, and medical misdiagnosis, aiming to build a world that supports gifted people.
A teacher reflects on the need for self-care and presence amid parenting and classroom demands. She returns to meditation and the ‘oxygen mask’ metaphor, quotes Kahlil Gibran on children’s independence, and urges listening to the present as a bridge to connection.
This post highlights several blogs for teachers of gifted students, summarizing resources and notable posts. It recommends Teacher-y Confessions, Gifted-Ed Connections, One World Gifted, and Schooling the Gifted as practical sources of classroom strategies, insights into giftedness, and links useful to educators and parents.
This post reviews several blogs about giftedness, highlighting topics such as empathy, multi-potentiality, social connection, homeschooling, emotional support, and twice-exceptional challenges. It summarizes each blog’s focus, offers links for readers, and invites suggestions of other giftedness blogs by emailing editor@sengifted.org.
The author highlights online resources that connect gifted adults, emphasizing that the internet reduces isolation. The post introduces blogs such as Your Rainforest Mind and Discovering Your Awesome, describing their focus on self-understanding, emotional support, connection, and practical guidance for gifted adults seeking community and insight.
This post explains how to start an NZAGC-style support group for families of gifted children. It outlines aims, meeting formats, activities, member fees, funding, networking and promotion strategies, and steps for growing into a formal branch, with practical suggestions on meetings, outreach, speakers, and training.
