The Patchwork of Educating the Gifted Child
Parents of gifted children often become ‘accidental experts,’ assembling a patchwork of educational experiences—public, private, charter, immersion, homeschooling—to meet varied intellectual, social and emotional needs. No single approach fits every child; families must notice changing needs, advocate, and find the best combination for each child’s development.
Sharing SENG Model Parent Groups
Shari Hill describes SENG-Model Parent Groups (SMPG) as ten-week sessions offering social-emotional support for parents of gifted children. Facilitators guide weekly discussions on topics like communication, intensity, motivation and relationships. Participants build lasting connections, gain insight into their own giftedness, and many groups continue meeting afterward.
Health Care Providers Know Little About Gifted Children
Giftedness is uncommon and often unfamiliar to pediatricians, psychologists, and teachers, which can lead to misdiagnosis and unmet needs. Parents must advocate and ensure accurate cognitive assessment. Resources and organizations such as NAGC and SENG offer guidance, information, and education for professionals and families.
At-Risk Gifted
The author recounts encounters with gifted individuals whose unmet needs led to substance abuse, incarceration, or homelessness. Stories highlight misdiagnosis, lack of appropriate educational support, and social-emotional challenges. The post urges reading SENG resources and greater attention, research, and compassion for gifted individuals.
The Challenge Of The Highly Gifted Special Needs Child
Parents of highly gifted children may worry when everything seems easy, but twice-exceptional children—gifted and with special needs—often struggle when tasks aren’t immediate. Their inconsistent performance can lead to under-identification, exhaustion, and emotional harm; gradual support and co-working can help rebuild tolerance.
Attention Deficit Disorders and Gifted Students: What do we really know?
This article reviews what is known about ADHD in gifted children, distinguishing evidence from assumptions. It discusses diagnosis, co-occurrence of giftedness and ADHD, assessment challenges, risk of mis- and under-diagnosis, and calls for more research to guide identification, intervention, and educational strategies.
An Interview with Dr. Edward R. Amend: The Emotional Needs of Gifted Kids
Interview covers how to distinguish gifted behaviors from pathology, typical gifted characteristics, risks like perfectionism and misdiagnosis, educational strategies, twice-exceptionality, suicide risk factors, and advice for selecting clinicians knowledgeable about giftedness to ensure proper assessment and interventions.
Raising a Well-Adjusted Gifted Child:The Value of Promoting Social Intelligence
Clinical cases show intellectually gifted children can lack age-appropriate social skills. Parents can teach social intelligence through clear rules, modeling, empathy conversations and coaching. Early intervention and specific techniques—setting limits, teaching etiquette, tolerance, and how to handle teasing—improve peer relations and reduce behavioral problems.
Encouraging Emotional Intelligence
Gifted children can face significant mental health and social-emotional challenges. Encouraging social intelligence—teaching courtesy, empathy, cooperation, and problem-solving—helps gifted youth navigate peer relations and stress. Parents can model behavior, set clear expectations, teach social skills, and seek professional help when warning signs appear.
Gifted Adults
This post surveys literature on gifted adults, noting that giftedness extends beyond eminent figures and can be unrecognized from childhood. It summarizes three SENG articles addressing development, challenges (emotional intensity, moral issues, social realities), characteristics, and practical strategies for nurturing adult giftedness and coping skills.