The post argues that gifted people often lack practical common sense despite high intellect, relying on life’s margin of error. It suggests teaching and practicing caution, using repeated, gentle coaching, role-playing, and smaller social or safety rehearsals to build real-world awareness and reduce risky misunderstandings.
Advisory programs foster sustained teacher–student relationships that support gifted adolescents’ socioemotional development. When advisors tailor curricula and provide consistent adult support, gifted students receive coping strategies for perfectionism, isolation, and related challenges, improving belonging, help-seeking, and academic outcomes across diverse school settings.
Critiques the tortoise-and-hare moral, arguing that fast, gifted ‘hares’ are discouraged by schools and society. Instead of slowing them, we should challenge and support them, connect them with peers, and celebrate achievement. Encouraging differentiated opportunities helps gifted individuals thrive and benefits society’s progress.
This post argues that athletic talent, particularly in sports like soccer, can be a legitimate form of giftedness. Using the author’s son as an example, it outlines benefits—scholarships, character, travel and teamwork—and urges parents and educators not to dismiss sports in favor of academics.
An educator describes fostering a gifted child and discovering how the foster-care system often misunderstands highly capable youth. Placements fail as behaviors are misinterpreted. She urges fostering, respite care, and advocacy to support invisible gifted children and recounts successfully adopting the boy into a family that understands him.
Judy Galbraith emphasizes that gifted people’s social and emotional development must match their intellectual growth. She argues that giftedness is more than achievements or creations; equally important is the character and memory one leaves behind, and attending to emotional needs fosters happier, more meaningful lives.
This article answers a parent’s question about struggles with a gifted teenager, describing parenting styles from overprotective ‘hothouse’ to laissez-faire ‘thrown to the wolves.’ It advises seeking help, building support networks, consulting therapists, and recommends books like Children: The Challenge and The Optimistic Child.
A father recounts his son Ben’s early struggles with Asperger’s, school challenges, and gradual progress through individualized support and dedicated teachers. He reflects on shared traits, worries about the future, and hopes for greater understanding and accommodations for twice-exceptional children.
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.
The author describes how comprehensive neuropsychological assessments, though costly and often under-reimbursed, provide deeper understanding than brief insurance-driven visits. Short appointment slots risk misdiagnosis by overlooking learning, emotional, and medical causes. Gifted children especially reveal systemic flaws; advocacy can help address managed-care failures.
