Social Emotional Needs of Gifted Students

gtchat 04262018 Social Emotional

Gifted and talented students’ social-emotional needs are often exacerbated by asynchronous development which necessitates an awareness of each child’s needs. These include the ability to socialize, work with others, and to be self-aware. Their interpersonal needs include peer relations, relations with parents and gifted and non-gifted siblings.

Many gifted children frequently experience the negative consequences of stress and perfectionism as related to the social-emotional characteristics associated with giftedness. Overexcitabilities combined with high intellect and asynchronous development can result in emotional frustration, misbehavior when ability fails to match aspirations, and overall inability to cope with day-to-day functioning.

In today’s political and educational climate, advocacy by parents and educators is paramount to preserving and expanding services. In an era of changing mindsets over the need for provision of services for our most vulnerable students, education of the public and school administrators about the needs of GT students has garnered new importance. The role of professional development should be expanded to address the social-emotional needs of gifted and talented students as it relates to academic success.

The premise for the choice of a specific educational model should be based on the needs of GT students from year to year and be flexible. Check out a previous #gtchat here >>> with extensive resources. Many models exist and new ones are being developed. Educators should research models based on the overall needs of their classroom.

Supports should be based on an individualized plan – all gifted and talented children deserve to be supported as well as challenged in the classroom. Educators can take the first step by learning about the social emotional needs of their particular students.

How can GT educators and professionals support parents of GT and/or 2E students? GT/2E students are more intense intellectually and emotionally. Educators and professionals may need to provide parents with interventions that can be used at home. Parents need information about how the role of giftedness plays in a child’s overall well-being to mitigate their own fear of failing as a parent. A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at:


The Casper Assessment for Social Emotional Skills (CASES) for K-12 Students

Casper Assessment for Social Emotional Skills (CASES) Rubric (pdf)

Brains on Fire: The Multinodality of Gifted Thinkers

Handbook of Social and Emotional Learning: Research and Practice (Amazon)

Characteristics and Problems of the Gifted: Neural Propagation Depth and Flow Motivation as a Model of Intelligence and Creativity (pdf)

Vulnerabilities of Highly Gifted Children (1984)

What is Social-emotional Learning? (APA)

Social / Emotional Aspects of Giftedness

Social-Emotional Learning and the Gifted Child

The Aspen Institute: National Commission on Social, Emotional, and Academic Development

Cultivating the Social–emotional Imagination in Gifted Education: Insights from Educational Neuroscience

Thesis: Social and Emotional Learning Needs of Gifted Students (pdf)

When Gifted Kids Get to Exhale

Supporting Emotional Needs of the Gifted: 30 Essays on Giftedness, 30 Years of SENG (Amazon)


The Unwritten Rules of Friendship: Simple Strategies to Help Your Child Make Friends (Amazon)

Heightened Multifaceted Sensitivity of Gifted Students (pdf)

Global #gtchat Powered by TAGT: Models of Gifted Education

Sprite’s Site: Stories of the OEs

Sprite’s Site: Doggy Classroom Dynamics

Dabrowski’s Over-Excitabilities A Layman’s Explanation

Living With Intensity: Understanding the Sensitivity, Excitability, and the Emotional Development of Gifted Children, Adolescents, and Adults (Amazon)

Five Unexpected Intensities of Gifted Students

Gifted and Creative Services Australia: Articles and Handouts

“Play Partner” or “Sure Shelter”: What Gifted Children Look for in Friendship

Teaching Gifted Kids in Today’s Classroom: Strategies and Techniques Every Teacher Can Use (Revised & Updated Third Edition) (Amazon)

Teaching Gifted Students in the Regular Classroom: Practical Recommendations and Interventions (pdf)

Cybraryman’s Social and Emotional Learning #SEL Page

Image courtesy of Pixabay  CC0 Public Domain

Graphic courtesy of Lisa Conrad.

Posted on April 29, 2018, in Emotional Intelligence, Emotional intensity, gifted and talented, Mental Health, Misdiagnosis, Neuroscience, Psychology, Social Emotional and tagged , , , , , , . Bookmark the permalink. Leave a comment.

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