This post outlines simple, daily ways parents and teachers can integrate social-emotional learning (SEL) into children’s routines. Strategies include morning greetings, journaling, class meetings, art activities, responsibilities, problem-solving practice, collaboration, positive self-talk, mindfulness, and fostering a growth mindset to support resilience.
This article explores emotional challenges for musically talented children—boredom, perfectionism, performance anxiety, disappointment, social isolation and career uncertainty—and recommends family support, tailored instruction, ensemble participation, counseling when needed, and realistic guidance to sustain motivation and well-being.
Mark Hess argues gifted boys often experience intense empathy and sensitivity that, when guided, can develop into meaningful leadership. Using classroom examples, he suggests social-emotional lessons delivered in boy-friendly ways help boys belong, practice compassion, and redefine toughness as emotional courage and kindness.
A personal essay tracing introversion from childhood to adulthood. The author describes retreating into imagination, feeling misunderstood in school, and later finding community through writing. Over time shyness becomes a source of strength as quiet friendships and shared creative rituals reveal belonging and pride in being introverted.
The author argues that off-the-shelf social-emotional learning programs often fail gifted students because they are scripted, developmentally generic, and lack real-life relevance or gifted-informed design. Schools should provide gifted-specific training, contextualized skill-building, and individualized approaches to avoid harm and better support these learners.
The post argues gifted education systems use biased identification and inadequate programs, disadvantaging diverse and low-income students. It calls to change assessments, expand teacher training, fund and redesign programs to focus on social-emotional support, culturally fair measures, universal screening, and community-inclusive approaches to equity.
The article examines the apparent rise in twice-exceptional (2e) students—children with high intellectual potential and disabilities—considering research, changes in assessment and identification practices, and environmental factors such as diet. It highlights diagnostic challenges, possible over-identification, and the need for awareness, support, and further study.
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The post outlines a practical plan to advance gifted education by educating gifted children and parents, training teachers and administrators, engaging communities, and fostering advocacy. It urges resource-sharing, outreach, civic education, and empowering gifted students to self-advocate so schools and communities better identify and support gifted learners.
The author explains support for SENG because it addresses social and emotional challenges faced by gifted children—distress, alienation, and lost potential. SENG raises awareness and offers strategies to help gifted children and their parents navigate childhood more successfully.
