The author reflects on the duality in gifted individuals: strong cognitive abilities paired with emotional sensitivity. Masking vulnerability with intellect can lead to anxiety, isolation, and conflict between authentic self and social expectations. Understanding and supporting both cognitive and non-cognitive needs fosters empathy and healthy development.
The author warns that 2024’s divisive rhetoric echoes 2016, urging readers to speak up against threats to education and civil rights. She advises supporting gifted children emotionally, modeling kindness and respect, and preparing youth to effect positive change while highlighting SENG’s commitment to community support.
The post criticizes a Halloween ‘Former Gifted Child’ costume as dismissive of lifelong giftedness, explains how gifted individuals face masking, mental health struggles, imposter syndrome, and misaligned expectations, and urges families, educators, and policymakers to support gifted people, advocate for services, testing, and sustained resources.
This post examines pandemic-exacerbated stress and burnout among gifted education teachers and administrators, outlines contributing factors such as isolation, workload, and learning gaps, and recommends supports: listening to teachers, building connectivity, prioritizing emotional and physical well-being.
The author urges readers to reconsider conventional measures of success for gifted individuals, noting that access, culture, and socioeconomic factors complicate achievement. She advocates recognizing intersectionality—race, gender, religion, and class—and commits to making gifted education inclusive and supportive of all gifted individuals.
The author reflects on returning to school, describes her son’s success through radical acceleration in an early college program, and argues acceleration is a research-backed, low-cost strategy that benefits high-ability learners. She urges educators and parents to support appropriate acceleration and offers SENG resources.
The author describes using radical acceleration—placing students three or more years ahead—as a human-centered tool to find community and support for a profoundly gifted daughter. She emphasizes using acceleration as a bridge, monitoring social-emotional development, balancing skill acquisition, and applying a roughly 15% error rate to optimize learning.
The article urges educators to “do no harm” when serving gifted and twice-exceptional children, highlighting harmful myths, misdiagnosis, and inequitable identification. It recommends knowledgeable staff, accurate diagnosis, and tailored interventions (acceleration, mentorships, differentiation) so gifted/2e students receive appropriate support.
The author reflects on concluding a SENG board term, reviewing past achievements and 2023 innovations, and outlines inclusive programs and collaborations. She invites participation in SENG Community Groups and upcoming outreach initiatives, emphasizing community, belonging, and continued collective support for gifted individuals.
The Home and Community Connections Model centers students’ home and community knowledge to personalize curriculum. It uses prompts—communication structures, cultural elements, historical perspective, and more—to help learners connect content to their backgrounds, shift differentiation to students, and build trust for inclusive classroom learning.
