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Don’t Stress Out! Here’s the Big Four Causes of Stress in Gifted Kids

Education World – Steve Haberlin

“As a parent (or teacher working with gifted children), it helps to understand their potential stressors. This way, you know what’s stressing them out and you can use the appropriate strategies and interventions (the subject of my next blog). While books have been written on the subject (and there is conflicting research on whether gifted children actually experience more stress or anxiety), essentially gifted children’s unique characteristics are the same traits that can create added stress and unique challenges socially and emotionally. Being different can be stressful. Let’s look at what I call the Big Four.” (more)

Why So Many Gifted Yet Struggling Students Are Hidden In Plain Sight

KQED News Mind/Shift – Anya Kamenetz

“Scott Barry Kaufman was placed in special education classes as a kid. He struggled with auditory information processing and with anxiety. But with the support of his mother, and some teachers who saw his creativity and intellectual curiosity, Kaufman ended up with degrees from Yale and Cambridge. Now he’s a psychologist who cares passionately about a holistic approach to education, one that recognizes the capacity within each child. He recently edited a volume of experts writing about how to reach students like himself: Twice Exceptional: Supporting And Educating Bright And Creative Students With Learning Difficulties.” (more)

Narrowing the Gifted Gap for Disadvantaged Students

Education Next – Chester E. Finn, Jr. and Amber M. Northern

“The United States wastes an enormous amount of its human capital by failing to cultivate the innate talents of many of its young people, particularly high-ability girls and boys from disadvantaged and minority backgrounds. That failure exacts a great cost from the nation’s economy, widens painful gaps in income, frustrates efforts to spur upward mobility, contributes to civic decay and political division, and worsens the inequalities that plague so many elements of our society.” (more)

Successful promotion of giftedness as early as elementary school age

Science Daily – Staff Writer

“Associations such as the National Association for Gifted Children (NAGC) and the European Council for High Ability (ECHA) have argued that the specific needs of gifted children are often neglected, resulting in a shriveling of their abilities and potential. Consequently, they call for the implementation of programs that specifically aim to promote gifted children. Together with colleagues at the German Institute of International Educational Research (DIPF), scientists at the Hector Research Institute of Education Sciences and Psychology at the University of Tübingen have examined how giftedness can be fostered as early as in elementary school.” (more)

Helping High-Ability Kids from Disadvantaged Backgrounds in 2018

Education Next – Chester E. Finn, Jr.

“If Jane Smith in Arkansas invented a method to ensure the success of rural English language learners, would John Jones in rural Wyoming ever learn about it? For almost every issue that confronts us about how to improve education, somewhere there is a success story to be told and lessons from which others can benefit. However, there are two problems in need of urgent attention. First, successful work is rarely documented, evaluated and published — anywhere! That’s why Jones’ students in Wyoming would have little chance of benefiting from Smith’s solution in Arkansas. Second, we lack a means of assembling the information that does exist in a coherent and accessible fashion.”(more)

A Call Out to Teacher Educators: Including Gifted Education Through Practical Strategies

Education World – Steve Haberlin

“Classrooms are radically different these days. Teachers must teach an extremely diverse population of students, from various backgrounds with a wide range of academic abilities. Within this range, gifted and advanced students often take a back seat. I’m convinced that this is a systemic problem, one that starts when student teachers receive training. Teacher education programs across the country provide little, if any, training in how to work with gifted students. According to the National Association of Gifted Children, pre-service teachers receive less than two hours of instruction in gifted education; the result is most teachers have little to no knowledge of how to effectively work with this population.”(more)