Supporting Gifted and Talented Students

This headline has been all over my feed: “...AI tutor rockets student test scores..." Everyone take a deep breath. We’ve seen this before, and it’s not the educational breakthrough we crave. We’ve been on this ride for 15 years—it’s just “adaptive practice”. But, to be clear, adaptive practice IS great. Putting students in front of personalized learning tools like Khan Academy would be better than a traditional lecture-based approach. And, I think those tools have a significant place in the future of school. But, we've seen this hype before: adaptive learning tools promise miracles, yet most students won't care. Their motivation remains untouched. The core issue is simple: teenagers aren't robots. Adaptive practice, even AI-enhanced, often feels like more efficiently delivered broccoli—still bland, still something adults make them eat. Even reducing schoolwork to three streamlined hours doesn't address the deeper issue: it remains disconnected from students' personal interests, dreams, and sense of purpose. Without meaningful context, shorter periods of adaptive practice simply reduce boredom—they don't eliminate it. That bargain will win over some students, but most won’t budge. Teenagers want meaning, community, and relevance. They engage deeply when learning connects with their interests and real-world goals. Picture this: instead of isolated science homework, students explore "Colonizing Mars," learning chemistry by balancing equations essential for rocket propulsion and sustaining life. Suddenly, chemistry matters because it connects directly to their interests. They deeply feel WHY the learning matters. Contents should be repackaged to fit into interesting, real-world problems. Those problems then animate all the thinking and hard work behind enduring learning. This isn't hypothetical—it’s called "interdisciplinary, inquiry-based learning," the approach we've embraced at Sora Schools. Adaptive tools become powerful when integrated into meaningful, real-world contexts, transforming chores into meaningful experiences. True educational innovation won't come from yet another adaptive learning iteration. It demands a fundamental shift—connecting knowledge to contexts students genuinely care about. Until then, we'll keep spinning on this edtech merry-go-round.

Alice Miller's "The Drama of the Gifted Child" offers profound insights into the psychological challenges faced by gifted children and the impact of their upbringing. Here are ten key lessons and insights from the book: 1. The Burden of Perfection: Miller emphasizes that gifted children often feel an overwhelming pressure to meet the expectations set by their parents or society, leading them to internalize a sense of perfectionism that can be detrimental to their self-esteem. 2. Emotional Repression: The book highlights how gifted children may suppress their true emotions to please others. This emotional repression can lead to a disconnect from their authentic selves, causing long-term psychological issues. 3. The Need for Validation: Miller discusses the importance of external validation for gifted children, explaining how their self-worth often hinges on how others perceive their abilities, which can create a cycle of dependency on external approval. 4. Parental Influence: The author delves into the significant impact of parental expectations and behaviors on gifted children. Parents who are unable to recognize their child’s individuality can inadvertently stifle their emotional growth and development. 5. The Role of Creativity: Gifted children often express themselves through creativity. Miller argues that nurturing this creativity is essential for their emotional health and can serve as an outlet for their repressed feelings. 6. The Importance of Autonom: Miller underscores the need for gifted children to develop autonomy and self-identity. Encouraging independence helps them break free from the constraints of pleasing others and fosters a healthier self-concept. 7. Understanding Trauma: The book discusses how childhood trauma, whether emotional or psychological, can significantly affect gifted individuals. Recognizing and addressing these traumas is crucial for healing and personal growth. 8. The Value of Authentic Relationships: Miller stresses the importance of forming genuine connections with others. Authentic relationships allow gifted individuals to express their true selves and can provide a supportive environment for healing. 9. Psychoanalytic Insights: By integrating psychoanalytic concepts, Miller encourages readers to explore their own childhood experiences, fostering a deeper understanding of how these experiences shape adult behavior and relationships. 10. The Path to Healing: Ultimately, Miller advocates for the journey of self-discovery and healing. Acknowledging one’s own emotions and experiences is essential for gifted individuals to reclaim their identity and find fulfillment beyond the expectations of others.

Good teachers don't deliver content. They empower students to grow. They inspire curiosity. They foster resilience. 8 tips to make your classroom the space where students want to engage, even when they’re scared of the challenge: ✅ Encourage students to “do it scared” ↳ Fear of failure holds students back. ↳ Share personal stories of times you overcame fear. ↳ Remind them growth happens on the other side of discomfort. ✅ Break it down ↳ Stop with overwhelming assignments. ↳ Break them into achievable milestones. ↳ Celebrate small wins to build confidence. ✅ Embrace the chaos ↳ Allow students to grapple with uncertainty. ↳ Encourage them to ask and explore rather than be “right” ✅ Make failure part of the process ↳ Shift the narrative around failure. ↳ A low-stakes “failure journal” helps students document what they learned from mistakes, reframing them as steps toward mastery. ✅ Engage through action ↳ Hands-on learning beats passive lectures. ↳ Simulations, role-plays, real-world challenges. ↳ This turns engagement into a habit. ✅ Teach the power of “why” ↳ Help students connect coursework to their goals and passions. ↳ "Why does this matter?" ↳ "How will it help me achieve my dreams?" ↳ Purpose drives engagement. ✅ Create safe spaces for risk ↳ Emphasize effort and creative thinking over “getting it right.” ↳ When students know they won’t be judged for trying something new, they’ll take risks. ✅ Celebrate growth, not perfection ↳ Regularly highlight how far your students have come. ↳ Acknowledge effort, process, progress. ---------------- 🚨 Remember: ↳ A disengaged student needs your encouragement to reignite ↳ Show them challenges are stepping stones to growth ↳ Foster lifelong learners. ---------------- What’s your go-to strategy for keeping students engaged? Let’s share ideas below! 👇 ---------------- 🔔 follow me for more content like this ♻️ repost to inspire your colleagues Image credit: Janis Ozolins

The only thing more awkward than telling people you went to Harvard is... Telling them your kid is gifted. The G-bomb lands wayyy harder than the H-bomb 😆 There’s just no cool way to say it! You can see the energy shift—especially among professionals and educators. The raised eyebrow. The pause. The subtle lean back. 🚨 Alarm bells quietly ringing: Possible Tiger Mom detected. 🚨 Then a quick pivot to safer territory: “Ah, I see, academically advanced.” – Every time this happens, I wince a little inside. Because here is what giftedness actually looks like: ⭐ An 18-month-old who speaks in full sentences, but still wakes every two hours at night. ⭐ A 3-year-old who reads Roald Dahl, but can’t stop worrying about their own mortality. ⭐ A 5-year-old doing long division, but not quite toilet trained. ⭐ A 6-year-old chess wizard with sensory processing issues who eats exactly four tolerated foods. And on and on and on. Yes, giftedness always includes advanced cognition. But it is more appropriately understood as a neurodiversity, a highly sensitive nervous system, and unusually asynchronous development. – The problem is, most people don’t know this. (I didn't either!) They hear the word “gifted” and it is so loaded. It sounds like it’s about achievement. Or privilege. Or being “better.” I get why people squirm at that. I wish there were another label that didn’t carry so much baggage. But it’s the only diagnostic term we have today. And when we refuse to say the G-word, or use euphemisms like “advanced” or “accelerated” – the child goes unseen. Parents all over the country, in every type of school, are struggling to get their children seen and supported. A simple first step? Let’s start saying the word - gifted.

🚀 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

Jennifer Breheny Wallace’s research with high-achieving kids revealed a sobering finding: more than half believed their parents’ love fluctuated based on performance. Psychologists call this conditional regard. It can drive achievement in the short-term but often leaves kids anxious, burned out, and disconnected from their own worth. The antidote is a mattering mindset. This is the belief that your value comes from who you are and the impact you make, not only from what you achieve. Kids who feel they matter are freer to take risks, recover from mistakes, and pursue learning with resilience. How do we build it? 1. Show curiosity about who they are, not only what they do 2. Remind them their worth is non-negotiable even when they fail 3. Celebrate their ripple effect through kindness, creativity, and presence 4. Let your face light up and show them you are glad they exist, not just proud of results When we cultivate mattering, we fuel not only healthier achievers but happier and more grounded humans. https://lnkd.in/g34EUGGF

Dreams grow when given room to breathe. As educators, we are responsible for creating that room, showing students what’s possible, and encouraging them to reach beyond what they think they can do. Providing the right tools makes all the difference. Access to mentors who challenge them. Platforms where they can explore their passions. Pathways leading to meaningful opportunities. How we communicate matters. Are we helping them uncover their potential? Are we encouraging them to think bigger and define success on their own terms? To support bold thinking: ➔  Design programs that blend disciplines, sparking creativity and problem-solving. ➔  Build spaces for collaboration where students can test ideas without fear of failure. ➔  Invite industry leaders to share real-world insights, pushing students beyond classroom boundaries. ➔  Introduce scholarships or grants that back innovative projects and entrepreneurial ventures. We must equip students with the tools to take risks, learn from setbacks, and keep moving forward. How do we encourage bold thinking? We can prove that we believe in their dreams as much as they do.

In the face of the US housing shortage crisis, which has escalated from "terrible" to merely "bad" despite a surge in apartment construction, we find ourselves at a critical juncture. This challenge, while rooted in rising costs and economic pressures, offers an unexpected avenue for educators and tutors to contribute towards a solution. The crisis underscores a broader need for innovative thinking across all sectors, including education. How? By fostering critical thinking, problem-solving skills, and social responsibility in our students. Tutors and educators can play a pivotal role by integrating real-world issues, like the housing shortage, into their curriculums. This approach not only enriches the learning experience but also encourages students to apply their knowledge towards solving complex societal issues. Imagine a project-based learning module where students explore the economics of housing, the impact of policy, and the potential for sustainable development. Or a coding class tasked with developing an app that connects affordable housing projects with potential residents. The possibilities are endless and the impact, profound. By linking education with real-world challenges, we not only enrich our students' learning journeys but also empower the next generation of thinkers, innovators, and leaders to tackle pressing issues like the housing crisis head-on. Let's discuss: How can educators and tutors further integrate societal challenges into their teaching to inspire innovation and change? Your thoughts and experiences could light the path to a brighter, more sustainable future.

Parents of High School Juniors and Seniors: The Start of School is stressful. Here is what you can do to bring clarity. Right now, many high school juniors and seniors are carrying the weight of “what’s next.” College. Which college. What major. Should they go into the trades, military, or straight to work? THE CLOCK IS TICKING... or so they might feel that way. As a dad to three incredible kids and someone who’s spent over 20 years helping students thrive, I want to offer a different perspective... one that opens doors most teens don’t even know exist. Instead of centering conversations around SATs, scholarships, or Common App deadlines, ask this: “What’s a problem in our community that you care about?” Because here’s the truth: the most in-demand skill right now... ACROSS EVERY INDUSTRY isn’t test-taking or resume padding. It’s problem-solving and leadership. At the STARTedUP Foundation, we teach students to look at the world like an entrepreneur. To see problems as opportunities. When a young person takes the initiative to help a nonprofit improve outreach, or a local business streamline a process, or even just volunteers to fix something that’s broken, that’s where confidence is born, and experience builds confidence, and most importantly, where leadership takes root. And here’s the kicker: real-world problem-solving leads to real-world connections. Mentorships. Internships. Your student wants to have a good college essay? Feature the insights on real work solving problems and it will turn heads. College isn't their thing right now? Well spending time helping others is a HUGE opportunity. So this school year, encourage your student to: Identify a problem in your community that would benefit a local nonprofit, small business, church. Reach out to someone affected by it. Offer help. Learn. Show up consistently. No “program” needed. Just initiative, curiosity, and action. The best part? This reframes the senior year from a source of stress into a season of purpose. It gives students a story that’s uniquely theirs — not just a checklist of what everyone else is doing. Bonus points if you are a junior or even a sophomore- this can be a longer term engagement of being a community problem solver. Let’s raise a generation that’s known not just for their GPA, but for their ability to lead, serve, and solve. I’d love to hear what problems your student notice... drop them in the comments if you wish. And if you’re already doing this kind of work with teens, tag someone who needs to see this. Their future isn’t just about where they’ll go. It’s about the difference they’re already making.