This post examines recent public school closures that disproportionately affect Black, Hispanic, and low-income students, notes specific district statistics, and raises concerns about the social and emotional impact on culturally diverse gifted students, drawing on the author’s personal experience protesting a threatened school closure.
The post highlights that gifted and talented children from culturally diverse backgrounds often face under-identification, lower-quality programming, and limited resources. These disparities can harm their social and emotional development, causing sadness, anxiety, and reduced motivation. The author urges parents and educators to address these challenges and seek support.
Spike Lee’s remark that ‘parents are the biggest dream killers’ frames the article on gifted individuals from diverse backgrounds who face family and community pressures, discrimination, and resource gaps. These forces can derail talents; educators and mental-health professionals must offer support, education, and coping strategies.
A school psychologist urges parents and educators to learn about varied gifted education options. Many families lack knowledge of program types and district offerings, leaving profoundly gifted and twice-exceptional children underserved. The author calls for research-informed, diverse programming to meet academic and social-emotional needs.
This post explains the complexity of identifying gifted and talented children, noting varied assessment practices across districts and states, limited federal guidance and funding, challenges families face—especially low-income and diverse populations—in obtaining evaluation and services, and the importance of early identification for appropriate educational planning.
Parents of gifted and talented children often struggle to find mental health professionals knowledgeable about their children’s specialized social and emotional needs. The article outlines the risks of misdiagnosis, urges parents to seek providers experienced with G/T youth, and offers practical steps for vetting therapists.
The author describes mentoring gifted Black students who face financial barriers to enrichment programs, emphasizing the need for resilience, long-term mentorship, counseling, and access to alternative opportunities. She argues sustained emotional and practical support helps these students cope with discrimination and reach their potential.
A school psychologist reflects on developing a passion for gifted education among culturally diverse students, describing work on a gifted task force, scholarship-supported learning, a school-based resource center, and concerns about under-identification that prevents talented students from accessing specialized services and enrichment opportunities.
