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
Twice-exceptional children combine high intelligence with learning differences and are often misunderstood. This guide outlines misconceptions, brain differences, and distinctive strengths, then offers practical strategies—strength-based learning, assistive technology, emotional support, breaks, and community—to help 2e students bridge challenges and reach their potential.
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.
The author reflects on the duality in gifted individuals: strong cognitive abilities paired with emotional sensitivity. Masking vulnerability with intellect can lead to anxiety, isolation, and conflict between authentic self and social expectations. Understanding and supporting both cognitive and non-cognitive needs fosters empathy and healthy development.
The author describes using radical acceleration—placing students three or more years ahead—as a human-centered tool to find community and support for a profoundly gifted daughter. She emphasizes using acceleration as a bridge, monitoring social-emotional development, balancing skill acquisition, and applying a roughly 15% error rate to optimize learning.
The article urges educators to “do no harm” when serving gifted and twice-exceptional children, highlighting harmful myths, misdiagnosis, and inequitable identification. It recommends knowledgeable staff, accurate diagnosis, and tailored interventions (acceleration, mentorships, differentiation) so gifted/2e students receive appropriate support.
Discusses resilience in gifted and twice-exceptional children, arguing that supportive adult relationships, opportunities for autonomy, and strength-based activities build resilience. Offers practical tips for parents and caregivers, examples from An Animal School, and suggestions for nurturing hope through interests and routines.
