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 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 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 author reflects on a family photograph to illustrate how curiosity and emotions shape perception. She argues that intentional thinking, emotional reframing, and collaborative relationships enable authentic, sustainable transformations toward belonging, urging the community to practice curiosity and align mind, body, and brain in interactions.
Notes from the 2022 SENG Annual Online Conference summarize key sessions on wellbeing, mentorship, mindfulness, social-emotional learning, diversity in gifted education, deep learning, and anxiety in gifted adults. Speakers and panels highlighted purpose, mentorship, inclusive practices, and strategies to support gifted and twice-exceptional learners and their communities.
During a road trip while recovering from shoulder injuries, a mother observed her twice-exceptional son’s strengths as he navigated trails and supported her. The essay argues that strengths are context-driven, recommends strength-based parenting, and cites neuroscience evidence of brain plasticity to support nurturing children’s strengths.
A gifted adult describes living with Ehlers‑Danlos Syndrome and chronic pain, explaining symptom tracking, self‑treatment strategies, cognitive impacts of pain, anxiety about long‑term injury, difficulties convincing dismissive doctors, and the importance of using giftedness to advocate for people with disabilities.
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.
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.
An interview with Dr. Tracy Cross discussing his background, work with gifted children, and the social and emotional needs of gifted youth. He addresses parents’ and teachers’ concerns, underachievement, perfectionism, listening to students, program challenges, and the William & Mary Center’s work.
