Cultivating SEL in Gifted Youth

Every child is different, and this applies to children identified as gifted, HG, PG, and/or 2E. Emotional development will vary across the population and should not be stereotyped. The emotional development of gifted kids is primarily affected by asynchronous development and intensity. Intense emotions may present as anxiety, existential depression, or power struggles with others. Asynchrony can lead to uneven academic and emotional growth.

Social development can be difficult for some GT students, but not at all for others. It is, as with emotional development, a unique situation for each student. Many gifted children struggle with finding true peers among classmates and developing meaningful friendships. Unfortunately, some GT students feeling misunderstood resort to hiding their abilities in an att empt to ‘fit in’ socially.

SEL is important for all students and is most impactful when embedded in the curriculum as well as into academic instruction. Students need to be taught self-management skills which lead to academic independence and a sense of ownership of how they learn. Questioning can be a powerful strategy to integrate SEL into the curriculum followed up with classroom discussions to raise awareness and prompt reflection.

How can teachers meet the social-emotional learning needs of gifted learners? A little understanding can go a long way. Teachers need to be aware of myths about GT students, avoid sarcasm, recognize asynchrony, and avoid power struggles. One of the best strategies to aid in SEL is providing opportunities for grouping – in and out of the regular classroom; adjusting depth and complexity; and connecting with families. Teachers can also assist GT students’ SEL by seeking out-of-school opportunities for talent development, and academic programs and competitions.

Parents need to recognize that their gifted child is a child first and whose social-emotional development requires nurturing beyond the school walls. As their child’s first and most important advocate, parents should cultivate positive relationships with their teachers and seek the support of other parents with GT students. Parents can also nurture SEL and growth by providing enrichment opportunities outside of school and ways for their child to develop peer relationships (i.e., summer/weekend camps).

A transcript of this chat can 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 1AM GMT 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.

About the author: Lisa 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: gtchatmod@gmail.com

Resources:

3 Ways to Integrate SEL Into the Curriculum | Edutopia

38 Simple Ways To Integrate Social-Emotional Learning Throughout the Day

Gifted and Talented Children: Addressing Social Emotional Challenges (pdf) | Kentucky Department of Education

Social Emotional Learning: Teaching Principles for Creative, Talented and Gifted Students | American Psychological Association

Maximizing the Social and Emotional Growth of Gifted Children

Social-Emotional Learning | Ricks Center for Gifted Children

Social Emotional Learning Curriculum | Gifted Association of Missouri

Stop Neglecting Gifted Students’ Social and Emotional Needs

Supporting Gifted Students’ Social and Emotional Learning (pdf)

Nurturing the Social-Emotional Development of Gifted Children | Potential Plus UK

Social-Emotional Curriculum with Gifted Students (book) | NAGC

Social and Emotional Learning for Advanced Children in Early Childhood Birth to 8 (book)

The Social and Emotional Development of Gifted Children: What Do We Know? (book)

Gifted SEL Continuum (pdf)

Predictions for Gifted Education in 2023

Gifted Social and Emotional Resources | Davidson Gifted

Cybraryman’s SEL Pages and More

Responsive Classroom

Graphics courtesy of Lisa Conrad

Bringing Joy & Equity into Practice

This week, Global #gtchat Powered by TAGT partnered with Marc Smolowitz from The G Word Film and Jen Merrill of Laughing at Chaos in honor of the 2nd Annual G/T/N Awareness Week. After decades of advocacy, there is still a need to raise awareness about the very real needs of the gifted, talented, and neurodiverse community. G/T/N Awareness Week is a national and international effort to do just that. Raising awareness is the first step in meeting the needs of the gifted, talented, and twice-exceptional. Students, parents, and educators can all benefit from the information presented this week thanks to the efforts of The G Word Film and their partners. The fact that this initiative will be an annual event is important for producing long-term resources available to all stakeholders. It also promotes joint advocacy by bringing together many diverse groups.

After living through three years of collective trauma, what does ‘Gifted Joy’ look like as we emerge from the pandemic? Surviving a global pandemic together has the potential to make us all stronger and wiser. For the gifted community, it has highlighted the need to listen to and be responsive to our children’s very real needs. A positive trend to emerge from the past three years is the realization that when unobstructed by traditional educational models, gifted children can thrive when their needs are met, and they become engaged in their own education. The emergence of widespread use of technology in education provided an avenue for GT students to be able to interact and work with intellectual peers far beyond the confines of their local schools.

How can we help children of all ages and backgrounds find the joy in being gifted, 2e, neurodiverse? First and foremost, acknowledging that gifted children exist with individual needs, understanding the consequences of not meeting those needs, and expanding the concept that gifted identification shouldn’t be dependent on biased metrics. Gifted children need to be encouraged to soar and thrive; not just survive until the rest of the world catches up. Their environment needs to be free of both explicit and implicit bias. Adults should nurture a positive self-identity for neurodiverse kids. Parents and teachers should recognize the “intersectionality of strengths and challenges, culture and values” represented in the neurodiverse community (Hansen, 2022) as a source of joy.

How can parents and educators find their own version of joy when it comes to navigating the darker parts of the gifted journey? Too often, parents and educators become frustrated with fighting the same battles year after year. It becomes easier when they realize it’s a journey, not a war. Parents, in particular, shouldn’t sweat the small stuff, but celebrate it. Sometimes it’s the little things which can bring the most joy for themselves and their children. And those memories really do last a lifetime. It can be an epiphany for some to find more joy walking in the woods with a child and discussing the wonders of the universe rather than waiting for SAT scores to come back.

As we work to serve gifted outliers who are also disenfranchised, how can we center ‘Gifted Joy’ in those places and spaces where there are clearly inequities? The very structure of a classroom can disenfranchise a wide swath or GT/2E kids. An effort should be made to provide a ‘psychological safe-space’ (Seale, 2022) where they feel nurtured and appreciated. Recognizing inequities wherever they exist helps to serve disenfranchised gifted outliers. Equity cannot be achieved simply by eliminating gifted programming altogether. Finding equitable and inclusive solutions just makes sense. ‘Gifted Joy’ can be a reality for these learners when they feel recognized, appreciated, included, accommodated, and respected. Recognize and understand your own privilege; use it, don’t exploit it. Challenge the status quo when necessary. Have courageous conversations which lead to action. (Seale, 2022)

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 1PM NZDT/11 AM AEDT/1AM 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 Meta Page provides information on the chat and news and information regarding the gifted community.

Resources:

The G Word Film

G/T/N Awareness Week 2022

The G Word Quarterly Fall 2022

G/T/N Awareness Week 2021 Archive l

The G Word: Six Short Films (Vimeo)

The G Word: My Gifted Story

The G Word Blog

If This is a Gift, Can I Send it Back?: Surviving in the Land of the Gifted and Twice Exceptional (book)

Transcend: The New Science of Self-Actualization (book)

Toward Inclusive Learning Spaces: Physiological, Cognitive, and Cultural Inclusion and the Learning Space Rating System

The Psychology Podcast: Tangible Equity in Education (52:02)

Fostering and Sustaining an Inclusive and Cognitively Diverse Learning Culture that Promotes Innovative and Agile Thinking (pdf)

Parenting Gifted Kids Tips for Raising Happy and Successful Children (book)

Gifted Parent Group | Nurturing Neurodiversity

15 Ways to Help Gifted Kids Thrive in School (pdf)

Tangible Equity: A Guide for Leveraging Student Identity, Culture, and Power to Unlock Excellence in and Beyond the Classroom

Helping Your Gifted Child Succeed! (pdf) | NAGC

Accommodating Diverse Learners | William & Mary School of Education: Center for Gifted Education

Helping Diverse Learners Succeed | Edutopia

Cybraryman’s Motivational Sayings Page

The Mentor Myth: What Native Analogs Can Learn From Native Digitals (And Vice Versa)

Graphic courtesy of The G Word Film.

The Gifted Parenting Journey

This week, our guest was Dr. Gail Post, a long time friend of #gtchat and author of the upcoming book, “The Gifted Parenting Journey“. Gail has been a Clinical Psychologist for over 35 years, is a Clinical Associate Professor of Psychiatry at the University of Pennsylvania School of Medicine, and is in private practice is in Jenkintown, Pa. She also blogs at Gifted Challenges.

Parenting gifted children is a journey like no other. Myths and stereotypes place undue pressure on parents, and this is compounded by societal views which infer gifted children have unfair advantages over age-peers. With little support from educational institutions, parents often feel the need to be constantly advocating for their children from the earliest ages; an overwhelming and stressful existence. Parenting gifted children can be a lonely experience when parents lack support or empathy from other parents. This can be amplified for parents of twice-exceptional children.

Self-awareness for parents is pivotal in parenting gifted children. It can bring self-reflection, a powerful tool for parents bringing clarity and understanding when difficult situations arise. It can act as a roadmap to provide guidance when few resources address parenting gifted children and misinformation from well-meaning family members and friends can be overwhelming and distracting. Self-awareness – recognition of one’s own emotions – can make for better decision-making, reduced stress, and ultimately a greater awareness of the challenges faced by their children.

How can parents cope with ‘what-ifs’ and ‘if only’ questions? Every parent copes with these kinds of questions. Be a role model when using coping strategies and see setbacks as opportunities to improve. Disappointment is a part of life. Everyone makes mistakes; accept them, apologize for them, and move on. Try to approach decisions philosophically. Focus on the here and now and be mindful of self-care.

As parents learn what it means to be gifted for their children, many may realize their own previously unidentified gifted traits (Tolan’s ‘gifted ex-child’). (Post, 2022) Too often parents dismiss the role of their own giftedness having any connection to their child. A lack of achievement in adulthood may lead them to downplay or ignore this possibility. Realizing one’s own giftedness can be an ‘aha’ moment for many parents – one which can prepare them to be better parents and lead to greater understanding of the past while taking on new challenges in the future.

Managing expectations affects both the parent and the child. Done poorly, it can create confusion and lifelong regrets. Done well, it can result in emotional well-being and academic success for the child. Parents may suppress their pride and excitement of the gifted child’s accomplishments in an attempt to stave off negative reactions from family and friends. However, this can negatively affect their child. They should feel free to be excited about their child’s achievements, encourage the endeavor but offer support in times of failure, offer balanced praise, and appreciate progress.

Where can parents find avenues of connection, community, and support? At the local level, parent support groups are essential; whether for academic advocacy or emotional support. Many state organizations offer affiliate services or general support to parents. If one doesn’t exist, start one. State and national gifted organizations support parents through targeted sessions at conferences, online resources, webinars, and workshops. SENG offers the SENG Model Parent Groups and GHF Learners offers many online resources, too.

A transcript of this chat may be found at Wakelet.

Resources:

Living with Intensity (book)

Raising Your Spirited Child, Third Edition: A Guide for Parents Whose Child Is More Intense, Sensitive, Perceptive, Persistent, and Energetic (book)

Positive Discipline: The Classic Guide to Helping Children Develop Self-Discipline, Responsibility, Cooperation, and Problem-Solving Skills (book)

Journey Into Your Rainforest Mind: A Field Guide for Gifted Adults and Teens, Book Lovers, Overthinkers, Geeks, Sensitives, Brainiacs, Intuitives, Procrastinators, and Perfectionists

A Parent’s Guide to Gifted Children (book)

What’s so bad about intensity?

Tips for Parents of Gifted Children: What Most Parents Wish They had Known

Welcome to Gifted Parenting: A Checklist of Emotions

9 Tips for Stressed-Out Parents

Finding Your Community: Essential Support for Parents of Gifted Children

Guilty Thoughts: What Parents of Gifted Children Really Think | GHF Learners

The Interface of Overthinking, Anxiety, and Shame Among Gifted Children | SENG

Power in Numbers: How Gifted Advocacy Parent Groups can Help You and Your Kids

Parenting Gifted Children 101 (book)

Understanding Your Gifted Child From the Inside Out: A Guide to the Social and Emotional Lives of Gifted Kids (book)

Self‐perception of Gifts and Talents among Adults in a Longitudinal Study of Academically Talented High‐School Graduates

Exploring the Experiences of New Zealand Mothers Raising Intellectually Gifted (pdf – thesis)

The Parenting Attitudes and Effects on their Gifted Children: A Literature Review | Journal for the Education of Gifted Young Scientists

Parenting Gifted Children: Challenges & Tips | Davidson Institute

Resources for Parents | NAGC

Image courtesy of Pixabay Pixabay License

Picture courtesy of Dr. Gail Post.

Graphic courtesy of Lisa Conrad.

Helping GT Children Cope with Anxiety

What signs of anxiety should adults be looking for in children? Signs of anxiety may manifest differently in children than in adults. However, adults need to take in consideration the maturity and normal behaviors of each individual child to ascertain signs, which may appear incongruous, of anxiety. It characteristically can present as regressive behaviors, fixation on events, withdrawal from social activities, attention-seeking behaviors, sleeping or eating issues, unexplainable aggression, or simply vastly divergent behaviors. A child’s response to lingering effects of the Pandemic, a daily barrage of scenes from war torn areas (albeit distant), and concerns about the planet’s climate can all weigh heavily on children with a heightened ability to comprehend the seriousness of the situation.

What are the consequences of not dealing with anxiety in children? Anxiety and the often associated grief can be a part of normal emotions, but when they lead to long-term, maladaptive behaviors; adults need to be concerned and ready to act to deal with the causes to the greatest extent possible. Ignoring the signs of anxiety in children can increase the likelihood of extended issues necessitating professional help and making transitions back to a more normal life more difficult including return to in-person classes and day-to-day social activities. Commonality does not mean exclusivity, i.e., that only GT kids experience anxiety. However, children who have a greater understanding of world events may become overwhelmed by feelings of empathy or grief leading to existential depression.

Recently, everyone has experienced some degree of anxiety due to Covid for various reasons. Adults need to be cognizant of their own feelings and deal with those first. Children are better cared for by adults who practice self-care. Adults – parents, teachers, caregivers – need to cultivate personal relationships with children in their care. The sudden loss of a loved one, fear of contracting the virus, loss of contact with friends can profoundly affect children. Adults can acknowledge the child’s feelings, be willing to have open conversations about those concerns, and honestly answer questions that arise. If this does not help, adults should be willing to seek out professional help.

Teachers can have a profound effect on their students ability to cope with anxiety. They can work to provide a safe classroom environment both physically and emotionally. Whenever possible, teacher shouldn’t hesitate to call on the services of school counselors to assist both in and out of the classroom. Guidance counselors can be effective working in small groups or whole class sessions. Teachers may be the first to see signs of anxiety in their students and need to keep open lines of communication with parents and caregivers. They can often be a conduit between a student’s needs and access to services.

Schools today, post initial stages of the Pandemic, are well suited to provide services to their students through improved physical improvements to classrooms such as better ventilation, provision of masks when needed, and well-stocked cleaning supplies. They should prioritize the availability of school nurses on every campus and maintain constant communications with families and the community concerning issues related to Covid exposures at the school. Schools should strive to provide safe environments for students to re-engage in social activities, extracurricular activities, and programs to promote emotional well-being.

What can parents do to help anxious gifted children at home? Parents should identify and validate their child’s feelings and discuss them openly and honestly. There are specific coping skills – such as writing in a journal, exercise, play – when done together which can help children experiencing anxiety. Setting routines can help children lessen stress and give them a sense of normalcy. Also, reducing the amount of screen time including limiting exposure to news can bring relief to heightened anxiety.

A transcript of this chat can be found on our Wakelet page.

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/1AM 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 Meta Page provides information on the chat and news and information regarding the gifted community.

Resources:

Grief, Loss and Gifted | IEA

The Journey Through Grief and Loss: Helping Yourself and Your Child When Grief Is Shared (book)

How to Help Gifted Children Cope With Death, Loss & Grief

Gifted and Grieving: Why It is Critical to Offer Differential Support to Gifted Kids during Times of Loss (pdf) | Gifted Child Today

Signs of Grief in Children and How to Help Them Cope

Existential Depression: What to Do When Your Search for Meaning Overwhelms You

The Interface of Overthinking, Anxiety, and Shame Among Gifted Children | SENG

Helping a Gifted Child Deal with Anxiety

Understanding The Link Between Empathy And Anxiety In Gifted Children

Stress, Anxiety & Mental Health Problems in Gifted Adolescents | Psychological Disorders and Research

Anxiety Solutions for Smart Kids: A Parent’s Guide to Managing Stress and Anxiety in Gifted Children (book)