This post argues that neurodiversity is normal and humans cannot be boxed; brains are uniquely individual. Recent neuroscience mapping identified 180 cortical areas, revealing individual ‘brain fingerprints’ that highlight brain individuality and advance understanding of functional brain differences across populations.
The author reflects on the 2016 election’s impact, describing anxiety among gifted students and the broader resilience of American communities. He urges parents and educators to guide children through political outcomes, explain the electoral process, encourage civic engagement, and teach respectful dialogue across differences.
This post advises adults supporting gifted sexual- and gender-minority youth after public anti-LGBT traumas: encourage emotional expression, recognize dual individual and group trauma, offer LGBT-specific information and positive activities, and channel youth compassion into supportive action such as alliances, advocacy, and community engagement.
After a tragic shooting the author urges teaching children compassion and imagination, citing Casals, Einstein, and the Dalai Lama. She calls for communities and educators to model empathy, reimagine a more humane world, and invites creative contributions to support healing and civic engagement.
The post argues that India’s schooling narrows creativity and sensitivity by privileging grades over expression. Through wall-painting workshops, children freely experiment, revealing original ideas and confidence. The author advocates respecting children’s choices and reforming evaluation to value diverse sensitivities and creative processes.
Gifted and talented children from culturally and linguistically diverse backgrounds often face limited guidance, unequal educational opportunities, discrimination and lowered expectations. These challenges hinder social and emotional development, persist into adulthood, and undermine professional advancement. Society must acknowledge and support CLD gifted individuals to prevent ongoing disenfranchisement.
Kate Bachtel argues that inclusive communities proactively prevent bullying by addressing behavior, not labeling people. She outlines clear definitions, workplace parallels, and five measures—communication protocols, investigations, protection from retaliation, bias education, and celebrating upstanders—while noting social media’s dual power to connect and harm.
Gifted children from culturally diverse backgrounds often face under-identification and lower-quality programming, which can harm their social and emotional development. These disparities can cause sadness, anxiety, and reduced motivation. Parents and educators should monitor changes, provide support, and connect children with counselors or trusted adults to address these challenges.
An educator reflects on youth-led social justice actions—from a personal high school walkout to historic protests like Barbara Johns, Hector Pieterson, Malala, and the Children’s Crusade—arguing gifted young people often show intense moral conviction and can drive lasting community and societal change when supported.
The post argues gifted education systems use biased identification and inadequate programs, disadvantaging diverse and low-income students. It calls to change assessments, expand teacher training, fund and redesign programs to focus on social-emotional support, culturally fair measures, universal screening, and community-inclusive approaches to equity.
