SENG Community Groups (SCGs)1 support parents in understanding and meeting the emotional needs of their children, often resulting in stronger communication and connections at home. In some cases, however, a school environment may also need adjustment. When school contributes to a child’s emotional challenges, parents may wonder whether their school
If you were unable to attend the first two seminars in the SENG Signature Mental Health Seminar Series, there is no need to despair. These sessions are designed as an ongoing conversation, and there are many opportunities to join us with a monthly focus on specific topics. I have
“If my mom can’t be there, we both know we can count on Bryan. He’s a big, tall guy with a huge heart. I’m lucky to know him, and I admire him every day.” — Grant, The Eco-Artist This statement was shared with me by the mother of a young
This article discusses sources of resilience for gifted and twice-exceptional (2E) children, highlighting three key elements: at least one supportive adult, opportunities to build autonomy, and strength-based education that fosters hope and optimism. It offers practical advice for parents and caregivers to support development.
Parents of gifted or twice-exceptional children often face emotional intensity and unique challenges. This post outlines five common parenting pitfalls—emotion dysregulation, lack of curiosity, power struggles, teaching during meltdowns, and default discipline—and offers compassionate strategies to connect, regulate emotions, and find collaborative solutions to support exceptional children.
This article guides educators in building collaborative school‑home partnerships for twice‑exceptional students, emphasizing proactive, empathetic two‑way communication, cultural and language sensitivity, documentation, and shared goals. It recommends regular check‑ins, involving support teams, and strategies for difficult conversations to maintain a psychologically safe, student‑centered approach.
La autora relata su experiencia en un grupo de apoyo de SENG y explica cómo los padres de niños 2e enfrentan aislamiento, estrés y falta de recursos. Describe beneficios potenciales de grupos de apoyo para reducir ansiedad, compartir estrategias y crear conexiones, y cita investigaciones que respaldan su eficacia.
The Home and Community Connections Model centers students’ home and community knowledge to personalize curriculum. It uses prompts—communication structures, cultural elements, historical perspective, and more—to help learners connect content to their backgrounds, shift differentiation to students, and build trust for inclusive classroom learning.
The post argues compassion underpins effective communication and empathy, explaining mirror neurons’ role in social connection. It lists five practices—mindful listening, openness, self-focused phrasing, patience, and a 24-hour pause—to enhance empathetic communication and resolve conflicts peacefully.
The author describes how virtual parent support groups expanded access for families of complex outliers (twice-exceptional and profoundly gifted), reducing isolation and enabling cross‑timezone participation, shared resources, and flexible involvement. She invites parents to join or train as SENG SMPG facilitators to build wider supportive communities.
