This post reviews research linking heavy smartphone and social media use to attentional disruption, reduced cognitive capacity, impaired learning, and increased anxiety, depression and envy. It explains the ‘brain drain’ effect and offers practical guidelines—like reducing screen time and phone-free periods—to improve attention and well-being.
Teacher describes a de-escalation approach for gifted children using a “new thinking” strategy. In an example, a student devastated for missing math competition is heard, validated, and guided to reframe the situation, rehearse skills, and plan support. The goal is helping students process emotions and develop lasting self-regulation.
A personal account of living with Ehlers-Danlos Syndrome and giftedness, describing constant pain, symptom tracking, treatment self-management, cognitive effects of chronic pain, anxiety about future injuries, challenges with dismissive doctors, and encouragement for empathy and advocacy for people with disabilities.
This post explains loving-kindness meditation: a practice cultivating kindness toward all experiences and beings. It guides a simple meditation—focusing on the heart, breathing, and sending intentions for safety, happiness, ease, and self-acceptance—then shifting those intentions toward oneself, with additional phrases and single-word mantras.
This short guided mindful-breath practice outlines a simple three-part exercise to bring awareness to the present moment. Steps guide posture, breath awareness, body scanning, tracking inhalation and exhalation, counted breathing, and reopening awareness. It can be done anywhere and repeated as needed.
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 violent events, children can be deeply affected by media and simulated violence, leading to fear, desensitization, and long-term health effects. Parents should manage their own anxiety, limit exposure, answer questions at the child’s level, reassure safety, and encourage constructive actions to help children cope.
This article explains how trauma affects gifted youth, describing symptoms, diagnostic challenges, and physiological impacts. It recommends trauma-informed identification, supportive learning environments, sensory accommodations, calming strategies, and collaboration with mental health professionals to support healing and assessment of students’ abilities.
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.
