Supporting Gifted and Talented Students

"I can solve problems others find impossible… but I struggle in simple social settings." I've heard this again and again from leaders and high performers, and it's often shared with confusion or even shame. One common explanation is 𝗮𝘀𝘆𝗻𝗰𝗵𝗿𝗼𝗻𝗼𝘂𝘀 𝗱𝗲𝘃𝗲𝗹𝗼𝗽𝗺𝗲𝗻𝘁. When exceptional talent shows up early, parents and teachers may focus on helping the child hone their skills while deemphasizing social connection, so those skills develop more slowly. This isn't just about missed practice, however. Many gifted individuals engage in 𝗮𝗰𝘁𝗶𝘃𝗲𝗹𝘆 𝗼𝗽𝗲𝗻-𝗺𝗶𝗻𝗱𝗲𝗱 𝘁𝗵𝗶𝗻𝗸𝗶𝗻𝗴, holding multiple perspectives simultaneously, redefining problems while others are still naming them. When your brain works that way, ordinary social interaction can feel anything but ordinary. What concerns me is when organizations don't recognize these minds. I’ve seen how this can impact both the business and the individual. I once worked with an engineer, Maya, who spotted a critical flaw in her company's new product. She had the full analysis, and she was right. When executives asked questions, she gave precise and technical answers, not the yes or no they wanted. To her, oversimplifying felt like lying. To leadership, however, she was perceived as "difficult" and "hard to follow." Despite her protests, they went forward with their plans, and six months later, customers left. The product was pulled, and fifteen million dollars were lost. Maya lacked some social skills, but leadership lacked the motivation to work through that. She was three steps ahead, and they treated her like she was three steps behind. If this sounds familiar, I'd be very interested to hear your experience. --- 𝘛𝘩𝘪𝘴 𝘪𝘴 𝘗𝘢𝘳𝘵 2 𝘰𝘧 𝘔𝘪𝘴𝘶𝘯𝘥𝘦𝘳𝘴𝘵𝘰𝘰𝘥 𝘔𝘪𝘯𝘥𝘴 𝘕𝘦𝘹𝘵: 𝘕𝘦𝘶𝘳𝘰𝘥𝘪𝘷𝘦𝘳𝘴𝘪𝘵𝘺 𝘪𝘯 𝘵𝘩𝘦 𝘞𝘰𝘳𝘬𝘱𝘭𝘢𝘤𝘦 𝘈𝘭𝘭 𝘤𝘭𝘪𝘦𝘯𝘵 𝘪𝘯𝘧𝘰𝘳𝘮𝘢𝘵𝘪𝘰𝘯 𝘩𝘢𝘴 𝘣𝘦𝘦𝘯 𝘢𝘯𝘰𝘯𝘺𝘮𝘪𝘻𝘦𝘥 𝘢𝘯𝘥 𝘱𝘶𝘣𝘭𝘪𝘴𝘩𝘦𝘥 𝘸𝘪𝘵𝘩 𝘱𝘦𝘳𝘮𝘪𝘴𝘴𝘪𝘰𝘯.

What if the GEP was a safe space for neurodivergent kids instead of the branding it has received as some sort of special stream for high-ability students? In a Sunday column in The Straits Times, Rei Kurohi spills the tea on her GEP experience. It’s a tale of finding friendship after feeling very different from the kids around her. “Some of my closest friends to this day are the kids I met in the GEP, who made me feel, for the first time, like I was among people on the same wavelength as me,” she writes. But it’s also a story about the unnecessary pressures of performance amid constant reminders of expectations - of being a “trophy child”. And the reality that gifted kids think differently, generally speaking As Rei puts it more eloquently: “Anecdotally, a not-insignificant number of my GEP peers seemed to discover later in life that they had gone through school with an undiagnosed condition like attention deficit hyperactivity disorder (ADHD) or some form of autism spectrum disorder. A high intelligence quotient may also be correlated with an increased tendency to overthink and over-analyse, perfectionism and burnout, as well as mental health challenges like anxiety and depression. There seems to be a growing recognition that while most “gifted” children are socially normal and adaptable, many do have special needs and their educational outcomes may suffer if those needs are not met.” Perhaps the upside of this broadening of GEP might see society become more understanding of our differences and invest in all schools becoming safe spaces for all children to thrive - both neurotypical and neurodivergent. #singapore #education #learning #neurodivergence #neurodiversity

🎓 Understanding Giftedness & Twice-Exceptionality (2E): Beyond High IQ When we think of “gifted” children, we often picture high achievement, quick learning, and creativity. But giftedness is much more complex, and sometimes, it’s misunderstood. In reality, many gifted children also have learning or developmental differences such as ADHD, dyslexia, autism spectrum disorder, or anxiety. These learners are called “twice-exceptional” (2E), meaning they are both highly capable and face significant challenges that can mask or complicate their strengths. 🧊 The 2E Iceberg: What We See vs. What’s Hidden Above the surface (visible strengths): ✨ Advanced vocabulary and abstract reasoning ✨ Creative problem-solving and deep curiosity ✨ Strong empathy and emotional insight ✨ Intense passions and focus on special interests Below the surface (hidden struggles): 💭 Executive function difficulties (organization, planning, time management) 💬 Social challenges and peer difficulties 🌀 Perfectionism, anxiety, and fear of failure 🕒 Burnout, frustration, or school-related stress 🌈 Sensory sensitivities and emotional intensity Giftedness and learning differences can coexist, and sometimes, one masks the other. A student might appear underachieving due to attention difficulties, or conversely, appear “fine” academically while quietly struggling with anxiety or regulation. 🧠 Understanding Asynchronous Development ▪️ Gifted students often develop unevenly across domains: emotionally, socially, and cognitively. ▪️ A child may read at a middle school level but struggle to manage frustration like a much younger child. ▪️ This “asynchrony” is a hallmark of giftedness and can lead to misunderstandings in school and home settings. 💡 Supporting 2E Learners ▪️ Recognize both strengths and struggles. ▪️ Giftedness doesn’t erase challenges — and challenges don’t negate giftedness. ▪️ Foster strengths through interest-based learning. ▪️ Let passions drive engagement and confidence. ▪️ Support regulation and executive skills. ▪️ Break tasks into steps, use visuals, and teach coping tools. ▪️ Collaborate across home and school. ▪️ Communication among parents, teachers, and clinicians is key. ▪️ Advocate for balanced understanding. ▪️ Celebrate neurodiversity rather than pathologizing it. ⚡ 2E students thrive when their environment honors both their brilliance and their humanity. Let’s make space for their complexity — because giftedness isn’t just about what shines above the surface, but what’s happening beneath it, too. 💙

One of the most misunderstood lessons from Lewis Terman’s famous study of gifted children is not that IQ “doesn’t matter.” That is too simplistic. The real lesson is sharper: High intelligence is a powerful engine, but an engine is not a vehicle, not a road, not a fuel system, and not a destination. In the 1920s, Terman identified a large group of exceptionally high-IQ children and followed them for decades. They became known as the “Termites.” The expectation was clear: if you select the brightest children, you should be able to identify the future leaders, scientists, inventors, and cultural giants. And many did very well. Some became doctors, professors, executives, lawyers, engineers, and respected professionals. But the outcome distribution was not as clean as the IQ model predicted. Within a very high-IQ population, there were still very different life trajectories. Some became highly successful. Some became moderately successful. Some lived fairly ordinary lives. Some struggled. The difference was not simply “more IQ.” It was opportunity architecture. Family stability. Social capital. Mentorship. Expectations. Education quality. Parental language. Financial room to think. Access to doors. Confidence training. The ability to speak to adults. The ability to sell one’s ideas. The absence of chronic household stress. This is where the simplistic meritocracy story starts to collapse. A gifted child in a stable home can use curiosity as fuel. A gifted child in a chaotic home may have to use intelligence for threat detection, emotional regulation, survival planning, or early responsibility. Same cognitive engine. Different road. Different fuel. Different weather. Different map. That does not mean intelligence is irrelevant. It means intelligence is conditional. It compounds powerfully when the surrounding system gives it space to compound. It can also be trapped, wasted, misread, or redirected into survival rather than achievement. And the famous twist is almost too perfect: William Shockley and Luis Alvarez, later Nobel Prize winners in physics, were reportedly not included in Terman’s gifted group because their scores did not meet the selection threshold. That does not “disprove IQ.” It proves that single-point measurement is not destiny. The human future is not selected by one number. It emerges from the interaction between ability, environment, timing, stress, networks, education, personality, culture, and opportunity. Potential may be universal. Opportunity is not. And that may be the real intelligence test for any society. #IQ #Giftedness #Education #Psychology #SocialMobility #HumanPotential #TalentDevelopment Source: https://lnkd.in/dqmNu222

Sarah B: "This is by far the best book I have bought or borrowed on the subject of gifted parenting, particularly if you have a very gifted child. What I really value in this book is that it divides up gifted children not merely by their IQ tests, but their way of being in the world, their hunger and drive for learning, and their approach to absorbing information. The five levels of gifted are informed by scientific measurement, but enhanced by the qualitative experience of a psychologist with deep knowledge of this audience. As the parent of a profoundly gifted child, there have been almost no resources for me to read about and understand the experience of parenting a child like her: taught herself to read at three, crushing second grade math by four, able to do advanced adult Lego since she could barely sit up. This book has helped me to understand why and how others react to her as they do, and have encouraged me to fight for different accommodation and support where she needs it. Before this book, even with an IQ test, I thought my child was just “pretty smart.” Now I understand she’s a rare child, and because so few teachers and even education professionals will have met and worked with someone exceptional like her, I need to be ready to help them understand and push for what she needs to not just survive but thrive in this world." https://lnkd.in/ezSzvht

Did I want my boys to join the Gifted Education Program? ---- I've always hesitated to share this part of my life, fearing judgment or misunderstanding. But with Singapore's recent decision to end its 40-year-old Gifted Education Programme (GEP), I feel compelled to open up about my experience as a "gifted" child. Growing up in the GEP was a double-edged sword. On one hand, it provided incredible opportunities and intellectual stimulation. On the other, it came with immense pressure and emotional challenges that I wasn't equipped to handle. Picture this: a classroom full of overachievers, each brilliant in their own way. Sounds amazing, right? But for many of us, it was also a breeding ground for anxiety, self-doubt, and a constant fear of not living up to our "potential." Don't get me wrong – I'm incredibly grateful for the program. It saved me from being perpetually misunderstood and gave me a sense of belonging. But it also left me ill-equipped to handle the emotional rollercoaster of being "gifted." Being gifted also often means being more sensitive and neurodivergent with an increased chance of being misunderstood if we don't communicate effectively. It took years of self-reflection and professional help to realize that true giftedness isn't just about IQ scores or academic achievements. It's about emotional intelligence, resilience, and the ability to navigate life's challenges with grace. As I look at my two boys, I wonder: what kind of "gift" do I want for them? Sure, I'd love for them to excel academically. But more than that, I want them to be emotionally intelligent, self-aware, and capable of building meaningful relationships. I want them to know how to pick themselves up after failure and how to celebrate others' successes without diminishing their own worth. Maybe the end of the GEP as we know it is an opportunity to redefine what "gifted" truly means. Perhaps it's a chance to create an education system that nurtures not just brilliant minds, but also kind hearts and resilient spirits. What do you think? How can we better support all children – "gifted" or not – in developing the emotional and social skills they need to thrive in today's world? Let's have a conversation about raising a generation that's truly gifted in all the ways that matter. #GiftedEducation #EmotionalIntelligence #ParentingJourney #SingaporeEducation

🚀 𝟐𝐞 (𝐓𝐰𝐢𝐜𝐞-𝐄𝐱𝐜𝐞𝐩𝐭𝐢𝐨𝐧𝐚𝐥) 𝐊𝐢𝐝𝐬: 𝐆𝐢𝐟𝐭𝐞𝐝, 𝐒𝐭𝐫𝐮𝐠𝐠𝐥𝐢𝐧𝐠, 𝐚𝐧𝐝 𝐎𝐟𝐭𝐞𝐧 𝐌𝐢𝐬𝐮𝐧𝐝𝐞𝐫𝐬𝐭𝐨𝐨𝐝. How can a child be both highly gifted and struggle in school? 🤯 This is the paradox of 𝟐𝐞 𝐜𝐡𝐢𝐥𝐝𝐫𝐞𝐧—students who are exceptionally bright but also face challenges like 𝐴𝐷𝐻𝐷, 𝑑𝑦𝑠𝑙𝑒𝑥𝑖𝑎, 𝑎𝑢𝑡𝑖𝑠𝑚, or other 𝑙𝑒𝑎𝑟𝑛𝑖𝑛𝑔 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒𝑠. 📖 𝐖𝐡𝐚𝐭 𝐝𝐨𝐞𝐬 𝟐𝐞 𝐦𝐞𝐚𝐧? 2e students excel in some areas but face significant challenges in others. Their strengths can mask their difficulties, and their struggles can overshadow their gifts—leading to misdiagnosis and frustration. 🔥 𝐓𝐡𝐞 𝐩𝐫𝐨𝐛𝐥𝐞𝐦? Schools and professionals often see only one side of the equation. 🧠 𝐖𝐡𝐞𝐧 𝐠𝐢𝐟𝐭𝐞𝐝𝐧𝐞𝐬𝐬 𝐢𝐬 𝐧𝐨𝐭𝐢𝐜𝐞𝐝 𝐟𝐢𝐫𝐬𝐭: ❌ “She’s so smart—she just needs to focus.” ❌ “If he’s gifted, why does he need extra help?” ⚡ 𝐖𝐡𝐞𝐧 𝐬𝐭𝐫𝐮𝐠𝐠𝐥𝐞𝐬 𝐚𝐫𝐞 𝐧𝐨𝐭𝐢𝐜𝐞𝐝 𝐟𝐢𝐫𝐬𝐭: ❌ “He has ADHD—he can’t be that advanced.” ❌ “She struggles with writing, so she must not be gifted.” 💡 𝐓𝐡𝐞 𝐭𝐫𝐮𝐭𝐡? 2e kids don’t fit into a single box. Their brilliance and challenges coexist, creating a complex learning profile that needs a specialized approach. 𝐇𝐨𝐰 𝐃𝐨 𝐖𝐞 𝐇𝐞𝐥𝐩? A 𝐩𝐬𝐲𝐜𝐡𝐨-𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐞𝐯𝐚𝐥𝐮𝐚𝐭𝐢𝐨𝐧 can identify a child’s full learning profile, pinpointing both strengths and challenges. Here are tailored tips for 2e kids: ➡️𝐄𝐦𝐛𝐫𝐚𝐜𝐞 𝐭𝐡𝐞𝐢𝐫 𝐝𝐮𝐚𝐥𝐢𝐭𝐲:  Recognize both strengths and struggles. ➡️𝐏𝐫𝐨𝐯𝐢𝐝𝐞 𝐭𝐚𝐫𝐠𝐞𝐭𝐞𝐝 𝐬𝐮𝐩𝐩𝐨𝐫𝐭: Offer accommodations that address both needs. ➡️𝐍𝐮𝐫𝐭𝐮𝐫𝐞 𝐩𝐚𝐬𝐬𝐢𝐨𝐧𝐬:: Build confidence by focusing on areas of strength. ➡️𝐔𝐬𝐞 𝐬𝐭𝐫𝐮𝐜𝐭𝐮𝐫𝐞: Visual schedules and routines can help with organization. ➡️𝐓𝐞𝐚𝐜𝐡 𝐞𝐦𝐨𝐭𝐢𝐨𝐧𝐚𝐥 𝐫𝐞𝐠𝐮𝐥𝐚𝐭𝐢𝐨𝐧:  Techniques like deep breathing can help manage frustration. ➡️𝐂𝐨𝐥𝐥𝐚𝐛𝐨𝐫𝐚𝐭𝐞 𝐰𝐢𝐭𝐡 𝐩𝐫𝐨𝐟𝐞𝐬𝐬𝐢𝐨𝐧𝐚𝐥𝐬:  Work with specialists who understand 2e students. 𝐓𝐡𝐞 𝐊𝐞𝐲? 𝐔𝐧𝐝𝐞𝐫𝐬𝐭𝐚𝐧𝐝𝐢𝐧𝐠, 𝐏𝐚𝐭𝐢𝐞𝐧𝐜𝐞, 𝐚𝐧𝐝 𝐀𝐜𝐭𝐢𝐨𝐧 2e kids don’t need to be “𝐟𝐢𝐱𝐞𝐝”—they need to be fully understood. With the right support, they 𝐭𝐡𝐫𝐢𝐯𝐞.🌱✨ #TwiceExceptional #PsychoEducationalTesting #Neurodiversity #GiftedAndStruggling #UnlockPotential CC: Neurodiversity Belgium, Neurodiversity Education Academy, Staying Ahead of the Game LLC

Giftedness, often stereotyped as exceptional academic achievement, encompasses a much broader spectrum. Understanding the diverse profiles of gifted individuals is crucial to appreciating the multifaceted nature of this trait and providing the necessary support for their development. Many researchers identified six distinct categories of gifted individuals based on their behaviors, feelings, and needs. 𝐓𝐡𝐞 𝐒𝐮𝐜𝐜𝐞𝐬𝐬𝐟𝐮𝐥 𝐓𝐲𝐩𝐞: The quintessential image of giftedness, they excel academically and achieve impressive feats. However, excessive pressure can lead to burnout and a loss of passion. 𝐓𝐡𝐞 𝐂𝐡𝐚𝐥𝐥𝐞𝐧𝐠𝐢𝐧𝐠 𝐓𝐲𝐩𝐞: Highly creative and unconventional, they often challenge authority and think outside the box. Their unique perspectives can be disruptive, leading to frustration and a lack of recognition. 𝐓𝐡𝐞 𝐔𝐧𝐝𝐞𝐫𝐠𝐫𝐨𝐮𝐧𝐝 𝐓𝐲𝐩𝐞: These individuals may hide their giftedness to avoid scrutiny or pressure. They might feel insecure or anxious due to the fear of not fitting in. 𝐓𝐡𝐞 𝐃𝐫𝐨𝐩-𝐎𝐮𝐭 𝐓𝐲𝐩𝐞: Often struggling with anger, frustration, and depression, they may feel overlooked and unappreciated. Their unique talents may not align with traditional educational systems. 𝐓𝐡𝐞 𝐃𝐨𝐮𝐛𝐥𝐞-𝐋𝐚𝐛𝐞𝐥𝐞𝐝 𝐓𝐲𝐩𝐞: Gifted individuals with physical or emotional disabilities may face additional challenges in identifying and nurturing their talents. 𝐓𝐡𝐞 𝐀𝐮𝐭𝐨𝐧𝐨𝐦𝐨𝐮𝐬 𝐓𝐲𝐩𝐞: Independent and self-reliant, they often find success by navigating systems on their own terms. Their strong sense of personal power allows them to remain uninfluenced by external pressures. 𝐖𝐚𝐧𝐭 𝐭𝐨 𝐜𝐨𝐧𝐧𝐞𝐜𝐭? Follow me on Instagram for behind-the-scenes insights and many more personal and intellectual anecdotes. https://lnkd.in/gTdJP3qs

"Gifted" and "talented" are often used interchangeably, but they can have nuanced differences in educational contexts: 1. Giftedness typically refers to exceptional ability or potential in one or more areas, such as intellectual, creative, artistic, or leadership abilities. Gifted students often demonstrate high levels of intelligence, creativity, and problem-solving skills. They may excel academically, exhibit advanced reasoning abilities, and have a deep curiosity and eagerness to learn. Giftedness is often measured through standardized tests, IQ assessments, or observations of exceptional performance. 2. Talent usually refers to demonstrated skill or proficiency in a specific domain, such as music, sports, mathematics, or the arts. Talented individuals may have a natural aptitude or inclination towards a particular area, combined with dedication, practice, and effort to develop their skills further. Talent can be observed through performance, achievements, or recognition in a specific field. Gifted students are typically identified through assessments of cognitive abilities, academic achievement, and behavioral characteristics. Talented students may be identified through evaluations of their performance, skills, or achievements in a particular domain. Gifted education programs often focus on providing challenging and enriched learning opportunities that meet the unique needs of gifted learners. These programs may offer accelerated curriculum, advanced courses, specialized instruction, and opportunities for independent study or research. Talented students may benefit from specialized training, coaching, mentorship, or access to resources and opportunities tailored to their specific talents or interests. Giftedness encompasses a wide range of abilities and strengths, including intellectual, creative, leadership, and academic talents. Talents, on the other hand, are typically more focused on specific domains or areas of expertise. Some gifted students may also demonstrate exceptional talent in addition to their intellectual abilities. Giftedness and talent may manifest differently over time and in different contexts. While giftedness often involves high potential or aptitude across multiple areas, talent may emerge and develop more prominently in a specific domain through focused practice and cultivation. Both gifted and talented students benefit from supportive environments that nurture their abilities, challenge them to reach their full potential, and provide opportunities for growth and development. This may involve individualized instruction, enrichment activities, mentorship, and opportunities for creative expression and exploration.