This article explains the history of Pride and the Stonewall Riots, summarizes research on school-based harassment and risks faced by LGBTQ+ youth, and offers parents and educators practical guidance for supporting gifted children to become informed allies through education, conversation, advocacy, and participation in Pride and community events.
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.
This post outlines five key points for adults supporting neurodivergent queer children: recognize that peers often accept differences, avoid dismissing identities as phases, distinguish gender dysphoria from body dysmorphia, embrace authentic identities rather than grieve them, and celebrate children’s discoveries.
Adults can better support Twice-Exceptional LGBTQ+ children by offering unconditional acceptance, listening to and using children’s self-described identities, balancing personal research with centering the child’s voice, correcting mistakes briefly without over-apologizing, and seeking queer-led resources or clinicians for additional guidance.
This post examines how queerness intersects with twice-exceptionality, highlighting higher rates of LGBTQ+ identification among gifted and neurodiverse people, and the overlap with autism and ADHD. It urges clinicians, educators, and parents to validate identities, discuss gender and sexuality appropriately, and offer unconditional acceptance and support.
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.
Advice for supporting gifted LGBT students, explaining coming-out challenges, safety and academic impacts, and stressing family and school support. Covers affirming acceptance, respecting privacy, patience with grades, careful advocacy, and connecting families to resources and national organizations to find local support and scholarships.
Discusses psychological androgyny, distinguishing gender, gender-role, sexual orientation and identity, and links androgyny to giftedness and creativity. Reviews research (BSRI, Silverman, Tolan, Sheely, Piirto, Kerr) suggesting many highly gifted children reject strict gender roles and advises parents to avoid stereotyping.
The post explains psychological androgyny—gender-role traits combining masculine and feminine characteristics—distinguishes gender, gender-role, sexual orientation, and identity, and reviews research linking androgyny with giftedness and creativity. It warns against stereotypical bias in gifted program referrals and urges caregivers to support children’s authentic gender expression.
