The author reflects on holding multiple, often conflicting truths across personal, educational, and parenting experiences. She shares childhood struggles with giftedness and recovery from an eating disorder, her teaching career, and raising three twice-exceptional children, offering compassion, community-based support, and practical approaches for families.
Excessive gaming by gifted children often signals unmet academic, social, or emotional needs rather than addiction. Games offer clear feedback and mastery, so kids turn to them. Identifying underlying challenges lets adults foster growth, reduce reliance on games, set boundaries, and seek professional help when needed.
This article explains using a ‘fail fast’ approach to help gifted children build resilience. It recommends encouraging experimentation, setting realistic goals, reflecting on mistakes, and providing supportive adults. Allowing low-stakes failures helps children take risks, learn from setbacks, and develop coping strategies for future challenges.
This article, drawn from a doctoral dissertation, examines Baby Boomers’ upbringing and how generational attitudes shaped gifted adults’ mental health, counseling uptake, and incidence of abuse. Using case studies, it discusses parental responses, counseling patterns, and implications for understanding gifted individuals across generations.
This article examines how Eriksonian psychosocial stages show up across the gifted lifespan—childhood through elder years—highlighting challenges like mistrust, shame, identity confusion, intimacy issues, and the need for generativity, and it recommends gifted-specific therapeutic, educational and community supports to facilitate healing and growth.
This article explores how many gifted adults, having lacked understanding and support in childhood, experience a psychological “second childhood” to complete missed developmental tasks. It outlines adapted psychosocial stages for gifted people, highlights issues like shame and interrupted development, and points to resources and training.
This article explains challenges faced by twice-exceptional boys whose giftedness and learning difficulties are often misunderstood. It reviews disparities in discipline, risks of misdiagnosis, and the need for strength-based, individualized educational planning. With proper identification and supports, 2e boys can overcome barriers and achieve academic success.
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.
This post encourages parents to use summer as a time for authentic learning, reflection, and rest. It suggests outings, activities, reading, and hands-on projects to enrich gifted children, emphasizes discussing experiences and asking thoughtful questions, and warns against overscheduling so children have downtime to reflect and develop.
A ski patroller recounts responding to a serious alpine injury and links that disciplined assessment, monitoring, and teamwork to supporting gifted children. She urges clear identification, protocols, qualified help, ongoing monitoring, and collaboration among families and professionals to better meet gifted learners’ social, emotional, and educational needs.
