The piece explains asynchronous development in gifted children: intellectual advancement often outpaces social-emotional growth, causing mismatch with peers and school expectations. Early support—peer groups, understanding adults, and tailored stimulation—can prevent long-term social and emotional harm and help gifted children thrive.
This article identifies eight common myths about the social and emotional development of gifted students—about age grouping, heterogenous classrooms, well-roundedness, innate talent, expertise, adult understanding, being ‘too smart,’ and blanket labels. It urges evidence-based practices, support, and environments that nurture gifted students’ needs.
An experienced neuropsychologist reflects on inattention, describing everyday forgetfulness and a busy life that complicates organization. She cautions against quick diagnostic labeling or relying solely on medication, urging consideration of context, balance for gifted children, and practical strategies to manage passions and responsibilities.
This post explains adolescent overconfidence and distorted risk perception, noting gifted teens may feel exceptional. It offers parenting strategies: be concise, reflect arguments, avoid personalizing behavior, reduce power struggles (tutors, family therapy) and recommends Dreikur’s Children: The Challenge for managing power-struggles.
Sharon Lind urges respect for individual differences and explains gifted introverts are often misunderstood. Introversion differs from shyness: introverts recharge through solitude and process internally, while shy people avoid perceived threats. Introverts may be sociable or shy; they need time alone and understanding from others.
This article argues that biographies and autobiographies can be used in counseling gifted young men to address underachievement, athletic pressure, cultural alienation, and father-son relationships. Teachers and counselors can guide identification, discussion, and activities to promote insight, catharsis, and emotional growth through guided reading and follow-up.
This article explains introversion versus extroversion, outlines characteristics of each, and discusses how introversion affects gifted students in school and home. It recommends instructional and familial strategies—quiet time, private space, differentiated instruction, small-group activities, and social-skills training—to support introverts and develop coping skills for public situations.
A longitudinal study of 40 Australian children with IQs 160+ found extremely gifted students retained with age-peers often experienced social isolation, underachievement, and low social self-esteem. Radical acceleration and ability grouping improved acceptance, moral development alignment, and self-esteem. Authors recommend radical acceleration, ability grouping, and individualized instruction for exceptional giftedness.
