A study of 3,715 high-IQ individuals found increased prevalence of mood and anxiety disorders, ADHD, ASD, and immune-related conditions (allergies, asthma, autoimmune disease) compared with national averages. Authors propose a ‘hyper brain / hyper body’ theory linking heightened sensitivity and chronic stress to immune and behavioral dysregulation.
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 describes lifelong giftedness, early efforts to hide abilities to fit in, academic successes, and later challenges in career and parenting gifted children. She highlights persistent issues like anxiety and low self-esteem in gifted individuals and the value of comprehensive evaluations and community resources to improve fit and support.
A former TA reflects on gifted children’s emotional struggles and masking behaviors, noting intense sensitivity and developmental imbalance between intellect and emotion. The author argues Sherlock isn’t a sociopath but a lonely, overstimulated intellect whose emotions are suppressed, and criticizes society’s misunderstanding and mistreatment of gifted individuals.
Jim Delisle argues that classroom differentiation fails gifted students because mixed-ability classes prevent appropriate challenge. He contends grouping students by readiness enables more effective differentiation, addresses equity concerns, and improves learning opportunities for all, advocating narrower ability ranges within classrooms to enhance teaching and student outcomes.
Advice for parents of differently gifted siblings: identify and play to each child’s strengths, emphasize effort and appropriate challenge, model mutual respect, accept differences, and enforce zero tolerance for ridicule. Ensure successful children enjoy achievements while struggling children receive holistic attention and a supportive home.
Gifted students often experience intense, persistent thoughts and heightened curiosity that can lead to frustration or misunderstanding. This article presents life lessons—persevere through setbacks, value creativity, continue learning, collaborate to improve fairness, and use strengths to manage challenges—to help gifted learners positively interpret difficult experiences.
This post advises parents of gifted children how to discuss giftedness with others and with their kids. It suggests practical responses to accusations, ways to emphasize interest and effort over ability, and role‑playing to prepare for embarrassing or confrontational questions, helping children understand strengths, limits, and social consequences.
Critiques the tortoise-and-hare moral, arguing that fast, gifted ‘hares’ are discouraged by schools and society. Instead of slowing them, we should challenge and support them, connect them with peers, and celebrate achievement. Encouraging differentiated opportunities helps gifted individuals thrive and benefits society’s progress.
The post recounts actress-inventor Hedy Lamarr’s (Hedwig Keisler) escape from Europe and her invention of frequency-hopping spread spectrum used in modern wireless communications, then discusses challenges gifted girls face and offers parental tips and encouragement for role models, independence, and father involvement.
