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.
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 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.
Colin Seale argues that educating Black gifted children requires not only teaching them to navigate existing systems but empowering them to change those systems. He urges providing social-emotional tools, psychological safety, and a bolder vision so Black identified gifted learners can fully develop their talents and challenge unfair barriers.
Reflecting on SENG’s one-year anniversary, the author celebrates community growth, dialogue, and commitment to diversity, equity, and belonging. She envisions expanded outreach to under-represented gifted students through scholarships, mentorship, and enrichment, and invites readers to propose projects as the organization pursues global impact and opportunity.
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.
SENG’s May 2023 Mental Health Month featured 18 free virtual and in-person outreach events with partners. Highlights included mindfulness workshops, an international panel, student-produced media, webinars, podcasts, regional meetups, and several articles and resources addressing mental health for gifted and 2e learners.
Culturally responsive teaching, rooted in scholars like Ladson-Billings and Gay, aligns curriculum and instruction with students’ cultural identities. For gifted learners it promotes equity by using diverse materials, building on strengths, involving families, and integrating authentic histories, enabling advocacy and inclusive programming.
The author describes personal and familial experiences of Black students being underrepresented in gifted programs, attributes this to teacher bias and screening gaps, and recommends teacher training, culturally responsive assessments, diverse staff, and parent outreach. District steps like universal screening and adjusted scoring show progress.
