“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
The author shares her firsthand experiences witnessing bullying against her twice- and thrice-exceptional children in public school—and how shifting to a supportive homeschooling community fostered resilience, empathy, and belonging. Through nature programs, volunteering, art, and shared reading, her family learned to transform difference into strength and authentic self-acceptance.
This post describes an affordable, AI-augmented college-admissions counseling service designed for gifted students and SENG families. It outlines accessible, year-round guidance replacing costly private coaches, six focus areas (academics, extracurriculars, honors, financial aid, college lists, applications), and an invitation to try discounted support.
This article explains the history of Pride and the Stonewall Riots, summarizes research on school-based harassment and risks faced by LGBTQ+ youth, and offers parents and educators practical guidance for supporting gifted children to become informed allies through education, conversation, advocacy, and participation in Pride and community events.
This article argues educators should integrate culture into socio-emotional learning (SEL) to support racial identity development for students of color. It defines self-esteem, self-concept, and racial identity, reviews Nigresence Theory, and offers recommendations such as bibliotherapy, mentoring, and culturally responsive training.
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.
La autora propone acciones para mejorar la educación de niños con altas capacidades: educarlos a ellos y a sus padres, formar a docentes y administradores, involucrar a la comunidad y fomentar la defensa cívica. Aboga por recursos, identificación adecuada, apoyo socioemocional y oportunidades para que los niños lideren cambios.
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.
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.
This post describes how parent support groups for parents of twice-exceptional (2e) children reduce isolation, lower stress, and foster connections. Drawing on personal experience and research, it argues that SENG Community Groups and similar programs provide emotional support, shared strategies, and improved well‑being for parents caring for 2e children.
