Summer should be a time of renewal, connection, and fun. However, for families of gifted and twice-exceptional (2e) children, it often brings a unique blend of excitement and anxiety. At our recent Sip ‘n’ Speak session, parents gathered virtually on Zoom to share the highs and lows of navigating summer with gifted learners and to exchange practical strategies grounded in both lived experience and sound theory.

We designed this session intentionally a few months before summer to help families gain knowledge, resources, and ideas to start creating a plan to balance structure and spontaneity in a way that supports their child’s intellectual growth, emotional well-being, and family harmony. We also invited Dr. Ciminy St. Clair, a board member with Supporting Emotional Needs of the Gifted (SENG) to join us for this special session.

Before we dove into all the wonderful ideas, suggestions, and strategies shared within the session, we first posed an important framing question to our group: Why Summer Is Complicated for Gifted Kids?

While many children welcome the freedom summer brings, gifted and 2e children often experience it differently. Their asynchronous development, emotional intensity, and intellectual drive can cause friction when daily life shifts away from school routines.

Some common challenges the group discussed included:

• Difficulty with unstructured time leading to boredom, anxiety, or meltdowns
• Internal or external pressure to “make the most” of summer through enrichment
• Conflict between siblings with different interests or sensitivities
• Parental stress over balancing enrichment, relaxation, and screen time
• Feelings of guilt: "Are we doing enough… or too much?"

What was interesting is all the ideas the group discussed to answer the question, directly correlate back to work of scholars like Dr. James Webb. His research on the social-emotional needs of gifted students highlights the importance of structure, predictability, and purposeful engagement in reducing anxiety and enhancing resilience (Webb et al., 2016). As the conversation continued, we found ourselves coming back to five main ideas or strategies important for families to consider when starting to plan for summer with their kids.

Idea 1: Embrace a “Loose Structure”

Many families reported success using predictable routines rather than rigid schedules. This allows for flexibility while still meeting a gifted child’s need for order.

Ideas to try:

• Morning check-ins: “What’s one thing you’d like to learn, create, or explore today?”
• Themed days: Maker Mondays, Tech Tuesdays, Wellness Wednesdays, etc.
• Visual schedules to reduce anxiety about what’s coming next
• Designated quiet hours for independent reading, journaling, or drawing

Check out The National Association for Gifted Children (NAGC) Resources for Parents for more ideas and strategies.

Idea 2: Plan in and Schedule “Intentional Boredom”

Boredom is not the enemy; it’s often a springboard for creativity. During the session, several parents talked about intentionally allowing “unscheduled” time to spark self-direction.

Suggestions included:

• A “boredom buster jar” filled with open-ended activities
• Minimalist materials like art supplies, blocks, recycled items, or nature finds
• Encouraging quiet thinking time as a valid and valuable activity

Many of the ideas and discussions again connected to research by Kaufman & Beghetto’s (2009), who created the Four C Model of Creativity, small-scale, personal creativity (Mini-c) can thrive when children are given space and trust to explore their ideas.

If you are looking for a great podcast connecting to this specific idea, consider “The Power of Boredom” episode from Brains On!

Idea 3: Sprinkle in Spontaneity

Summer is an ideal time to embrace surprise and delight. Not everything needs to be planned to be meaningful. Unscripted moments often become the most cherished.

Ideas from parents included:

• “Yes Days,” where kids set the agenda
• Backyard stargazing or spontaneous night walks
• STEM scavenger hunts or “mystery boxes” of materials
• A family “spontaneity jar” for quick ideas like ice cream runs or local adventures

Check out: Camp Galileo’s Creativity Boosters for Parents or National Geographic, Creative Kids: How to Inspire Their Growing Minds.

Idea 4: Enrichment Without Pressure

Gifted children can internalize the message that productivity equals worth. We discussed how to offer enrichment opportunities that nurture curiosity without burnout.

Best practices include:

• Letting the child lead and follow their interests, don’t dictate them
• Thinking beyond academics: cooking, storytelling, geocaching, or podcasting
• Choosing enrichment programs that balance stimulation with downtime
• Avoiding over-scheduling: one or two structured activities may be plenty

Check out: Hoagies' Gifted Education Enrichment Resource Page or Online Enrichment Resources

Idea 5: Make Room for Emotional Check-Ins

Gifted kids often experience big feelings, and those feelings don’t take summer off. Emotional check-ins create a foundation for self-regulation, resilience, and connection.

Tips shared by parents and invited experts included:

• Daily “roses and thorns” (or “highs and lows”) at dinner or bedtime
• Using drawing or storytelling to express feelings
• Modeling calm self-talk when plans go awry
• Creating “quiet corners” or sensory kits to offer a calming reset space

These approaches align with Social Emotional Learning (SEL) frameworks that emphasize self-awareness and emotional literacy skills especially critical for gifted and 2e youth navigating complexity and intensity.

Check out: CASEL’s SEL Resources for Families

A Toolkit Made by Parents, for Parents

To close our session, families offered go-to resources that keep summer both meaningful and manageable:

• Podcasts: Brains On!, But Why?, Smash Boom Best
• Audiobooks: Great for road trips or quiet afternoons (Libro.fm and Epic! are great options)
• Backyard or indoor challenges: Design a board game, build a marble run, make a Rube Goldberg machine
• Family planning tools: Create a flexible “bucket list” of shared goals—then check off as interest and energy allow

Remember, the goal isn’t perfection for summertime… It’s connection as a family.

In Closing…

Whether your family thrives on structure or prefers spontaneity, the most important takeaway is this: You know your child best. The strategies you choose don’t need to match anyone else’s, just your family’s needs, values, and capacity in the moment. We’re grateful to every parent who joined this Sip ‘n’ Speak for sharing your wisdom, vulnerability, and humor. Together, we’re building a strong, informed, and compassionate community.

If you missed our session in April, make sure to mark your calendar for July 24^th at 7:00 pm for our next Sip ‘n’ Speak covering the topic of Starting the New School Year Strong: What’s on Your Wishlist? Get registered for this FREE event today by clicking here.

With appreciation and warm wishes for a joy-filled summer,

~Kali and Jessica

As parents of gifted and high-potential learners, we want to ensure that our children are engaged in learning opportunities that will continue to challenge them, spark their creativity, provide opportunities for self-awareness, and develop them into successful, independent citizens who will lead fulfilled and successful lives. It sounds so simple, right? After all, there are so many options available: public schools, independent schools, after-school enrichment classes, summer camps, residential schools, online options, and homeschooling to name a few. With so many options, however, how do we begin to know what the ‘right fit’ is for each of our children when they are all so different? 

As we begin to ask ourselves that question, let’s take a moment to relate to something that we all have experienced as parents: buying a new or gently used pair of shoes for our child. Metaphorically speaking, there are a great deal of similarities. After all, like each educational option, each shoe, whether brand new or gently used, has its own physical attributes, overall purpose, size, width, arch support, and even special insignias. When we begin to think about which educational program is best for our gifted child, we are, in essence, looking for the same type of ‘fit’ to support our child in the next steps of learning.

Where Do I Begin?
When looking for optimal educational options for your gifted child, the best place to begin is by reflecting on your child’s current educational experience, needs, and future goals. Regardless of age, this is a process that your child should be a part of. Not only does this send the message that your child’s voice is valued, it also provides insights that might otherwise not be heard. In addition, it builds a sense of buy-in and excitement for future possibilities. 

The initial stage of engaging in this conversation might consist of creating a PMI1 (i.e., Plus, Minus, Interesting) Reflection. Depending on your child’s age and/or interest, you might choose to complete this together or separately to capture both the parent and child perspectives to discuss afterwards. When working through this process, you will create three columns on a blank piece of paper and label them Plus, Minus, and Interesting. Remember, this stage is for reflecting upon what is currently going well within your child’s current learning environment, as well as what might be lacking. It also provides an opportunity to reflect upon what makes the current learning environment ‘interesting’ or how it provides unique experiences that might not typically be found in other programs. By completing a PMI Reflection, it gives you a starting point and a greater awareness of what key components to remain mindful of as you begin to explore future educational options. 

First Steps and Key Considerations
Just as you would do when buying a new pair of shoes for your child, you will want to holistically evaluate the various options you are considering. In doing so, you will first want to do your research to learn as much as you can about each program. This might begin with online searches, speaking with others who have participated in various programs, or by speaking to key representatives of the programs of choice. As you conduct this research, remain cognizant of the key factors shared as part of your PMI Reflection. What are the positive aspects that your child wants to see continue in their learning? What areas have been lacking within your child’s current learning environment? What opportunities are present that provide unique or interesting approaches within your child’s educational experience that you would like to see continue? With these considerations in mind, the following sections provide additional insights to assist you in evaluating various educational programs for your gifted child.

Learning Environment
Take a moment to think about when your child is most engaged in learning. What type of physical learning environment contributes to that level of engagement? Key considerations in this area might include:

● Classroom/learning lab set-up (e.g., tables vs desks, flexible seating options, areas for collaborative learning, quiet zones)
● Dedicated resource areas for continued talent development (e.g., library, technology labs, makerspaces, science labs, gymnasiums, fine arts studios/halls, theater/auditorium, outdoor spaces)
● Accessibility to restrooms, water fountains, and safety areas 

There are also characteristics that focus more on the affective (i.e., social-emotional) learning environment. The NAGC (2019) Gifted Programming Standards2 provide key areas to consider when evaluating the gifted learning environment. As a parent working through this process, it is helpful to use these standards as a frame of reference. By scanning the QR code (included in this article) with your phone’s camera, you will find the Gifted Learning Environment Evaluation Scale for you and your child to complete together after visiting a potential new school or educational program to ‘measure’ how you and your child feel about your visit. The various descriptors included on this tool could also serve as a basis for questions you might want to ask during your visit. 

Program’s Purpose
While our shoe metaphor recognizes the different purposes for different types of footwear (e.g., hiking, running, climbing, water exploration), educational programs all have their own purpose, as well. This might be made evidently clear through a program’s mission or vision statement, or you might need to ask explicitly what the purpose of the school is. Make sure you also ask follow-up questions regarding what aspects of the program lead to the desired student outcomes. 

While there are many exciting programs available for gifted and high-potential learners, do not lose sight of the needs of your child. This becomes an even greater consideration as we seek to further develop the talents of our children and provide them with ample opportunities to pursue their areas of interest. Take the time to talk to your child about what they are passionate about. You might ask:

● What is your favorite part of learning?
● What do you wish you had more time to learn about in school? 
● If you could design a school, what would you make sure it offered its students? 
● What makes you try your hardest at school?
● How would you describe the type of teacher who would best support you in your learning?

With this information, you will have a greater awareness of what types of programs or schools would be a better fit. These might consist of math/science academies, fine arts magnet schools, STEM schools, special interest camps, and depending on the social needs of your child, perhaps residential schools, camps, and programs that immerse your child in opportunities to build deeper relationships with other gifted and high-potential learners who share in the same passions. As you explore these options, remain mindful of the instructional pacing and connection to real-world applications within the areas of specialization/content areas, as this is key to continued engagement and motivation for gifted learners.
 
Curriculum
With all of the bells and whistles that different educational programs have, one of the most important considerations to investigate is how the curriculum is focused on the needs of gifted and high-potential learners. Do not be afraid to explicitly ask, “What curriculum model does your educational program follow to meet the needs of gifted learners?” or “What types of evidence-based strategies are implemented to stimulate critical thinking?”  It is possible that the program might mention several terms that you are not familiar with, but their response will provide you with valuable information to learn more about as you evaluate if that school is the right fit for your child. There are far too many examples of curriculum models and evidence-based strategies to list as part of this article, but at the very least, if an educational program is unable to respond to those primary questions, that would be valuable information to note, as well.

Overall Size
Nobody knows your gifted child better than you. With this special insight, another consideration for choosing the best educational program is to evaluate the overall size of the learning environment. Regardless of if you are exploring options for summer camps, after-school enrichment classes, or new school options, a top consideration is teacher to student ratio. Depending on the needs of your child, the optimal desired class size could vary. For example, if you have a multi-exceptional child, you might place a high-priority on small class sizes to ensure more individualized attention. If your child is extremely social in nature and thrives in a collaborative learning environment, a larger class size might be preferred. 

In addition to class size, it is also important to consider the overall size of the educational program itself. When focusing on brick and mortar schools, the size of the school often has a direct correlation to its extra-curricular options. These could include sports, fine arts, chess club, and academic teams to name a few. The overall size of the school also often impacts its educational course offerings as well, due to the size of the faculty. Smaller schools tend to have fewer elective courses at the secondary level, Advanced Placement (AP) options, language options, and Career and Technical Education (CTE) opportunities. Often, the size of school or grade span might also impact the ability for full grade acceleration or subject acceleration. Regardless of the size of the program, remain vigilant that your gifted child should at all times feel like a valued individual within the program and be provided with an opportunity to learn something new everyday.

Additional Supports
A frequent myth associated with gifted learners is that ‘they will be fine’ without any additional support or attention given to their unique learning and social-emotional needs4. In fact, this myth might be the reason why you are beginning to explore different learning options for your child. As you think about the current and potential future needs of your child, you might seek out additional information from each educational program regarding the following areas of support:

● Gifted Specialists
● School Counselors/Social Workers
● Speech & Language Pathologists
● School Psychologists
● Interventionists/Resource Teachers/Special Education Teachers
● School Nurses
● ESL (i.e. English as a second language) Teachers
● Librarians/Research Specialists
● Technology Specialists

While this list is only a sampling of specialists within any educational program, these are all individuals who work closely with gifted students based on each student’s individual needs and should absolutely be a consideration when exploring various educational programs to support gifted and high-potential learners.

Cost
Finally, this article would be remiss if it did not note ‘cost’ as a key consideration for educational programming. You will notice this was not the first item listed, and that is because there are often financial aid and supplemental resources available for families whose economic needs determine that additional support is needed. As you explore the different options available for your child, do not hesitate in asking about these options. At the same time, also seek clarity for additional financial obligations associated with the specific program. These additional costs could include items such as field trip costs, school uniforms, food costs, additional supplies, and participation fees in extra-curricular options. It is important that the selected educational program aligns with keeping a healthy fiscal balance for the family, as a whole.

Final Thoughts
Throughout the process of exploring different options to further challenge and engage your gifted child, remember to give yourself grace as you take these first steps. Trust your instincts, and make sure that your child’s voice is also a valued part of the decision-making process. As you visit potential schools or engage with representatives of different programs, remember to ask open-ended questions vs questions that can be answered with a yes or no response. This type of questioning will provide you with greater insights and peace of mind as you finalize your decision. To support you in these questions, feel free to use the following Guiding Questions while you are exploring your options. You will see that these questions are provided for both the parent and the child. Feel free to modify these questions to better suit your family’s needs.

Guiding Questions

Guiding Questions for Parents
● How, specifically, does this program support the academic and social-emotional needs of gifted learners?
● What is the teacher to student ratio?
● How are students supported in developing executive functioning skills such as time management, study skills, goal setting, reflection, interpersonal skills, self-regulation, etc.?
● How does the program differentiate to meet the personalized learning needs of each student? Is acceleration an option if my child demonstrates mastery of the content?
● What support resources are available for my child (e.g., gifted specialist, school counselor, school nurse, speech-language pathologist, content-area specialists, interventionists, etc.)
● What learning resources will my child have access to (e.g., library, technology, makerspace, science labs, fine arts, etc.)?

Guiding Questions for Gifted Learners
● Will I have opportunities to choose topics that I want to learn more about or select specific classes that I want to take? What would this look like?
● What extracurriculars can I get involved with?
● What does a typical day look like for a student in your program?
● Are there any other teachers or students who look like me and/or share similar interests as me? How will I be able to connect with them?
● What kind of projects do students in this program work on?
● How is this program going to support me in reaching my goals?
● Who are my teachers going to be, and what are their teaching styles?


References

Edward de Bono Ltd. (n.d.). PMI lesson workcard. De Bono. Retrieved February 24, 2023, from https://www.debono.com/de-bono-thinking-lessons-1/1.-PMI-lesson-workcard

National Association for Gifted Children. (2019). 2019 Pre-K–Grade 12 Gifted Programming Standards. http://www.nagc.org/sites/default/files/standards/Intro%202019%20Programming%20Standards.pdf

Phelps, V. (2022). Motivating gifted adolescents through the power of PIE: Preparedness, innovation, and effort. Roeper Review., 44(1), 35-48. https://doi.10.1080/02783193.2021.2005204

Farkas, S. & Duffet, A. (2008). Results from a national teacher survey. In Thomas B. Fordham Institute, High achievement students in the era of NCLB (p. 78). Washington, DC: Author. http://www.edexcellence.net/publications/high-achieving-students-in.html

I love to create curriculum for gifted students! Everywhere I go and everywhere I look, I always see things through the eyes of a middle and high school English teacher: “How can I use this interesting ‘thing’ I found in a museum gift shop in my classroom?” “Oh, the quotation on that poster relates to a novel my students are reading, and I can use it as a writing prompt!” I’ve even used a classroom poster on punctuation marks that I found at a Goodwill Store as the basis for a presentation to parents about youth with gifts, creativity, and talents! For example, how are your gifted children like exclamation points (intensities, sensitivities, overexcitabilities) and question marks (curiosity, divergent thinking, multipotentiality that complicates college and career decision-making)? I’d use these questions and parents’ responses to identify and discuss common intellectual, social, and emotional characteristics of gifted students. 

In addition to museum gift shops and Goodwill Stores, teachers now have another interesting, more powerful resource to assist with curriculum development—artificial intelligence (AI). By leveraging AI's capabilities in data-driven instruction, personalizing content, utilizing educational materials in new ways, and refining teaching strategies through targeted professional development, teachers can significantly enhance teaching and learning to meet the unique needs of gifted learners. 

The use of educational technology by teachers and students is not new, of course, but the possibilities afforded by AI have brought the use of technology for educational purposes to the forefront. Twenty-five years ago, Bransford et al. (2004) identified five applications of educational technology that are still relevant and with AI, more practicable today: 1) relating content to real-world problems; 2) using multimedia tools to enhance learning; 3) providing additional avenues for student-teacher communication; 4) supporting global engagement; and 5) offering new forms of professional development for teachers. AI-driven tools can help teachers develop dynamic curricular content that adapts to different learning styles and paces. This flexibility is essential for gifted students who often learn at an accelerated rate and require more complex material than their peers (VanTassel‐Baska, 2018). For example, intelligent tutoring systems (ITS) can provide personalized support and feedback, helping gifted students navigate challenging subjects while freeing teachers to focus on delivering educational value and fostering a rich learning environment (Aubeuf, 2023).

Jump ahead to 2013, Chen et al.’s Enable, Enhance, and Transform Framework provided a comprehensive strategy to “systematically conceptualize, incorporate, and utilize technology in gifted education” (p. 166). Specifically, AI enables teachers and gifted learners to access more and more diverse ways of knowing and doing, including communicating with like-minded peers across the world; enhances teaching and learning with its ability to analyze gifted students’ data, to identify their learning patterns and preferences, and to create personalized learning experiences tailored to students’ learning strengths and weaknesses; and transforms the quality of teachers’ and students’ experiences in gifted programming by designing learning environments that incorporate academic acceleration and enrichment. For instance, AI-driven platforms can assess students' progress and adapt content in real-time to ensure that concepts are both challenging and engaging, thus promoting higher-order thinking skills, which are particularly crucial for gifted learners (Bright & Calvert, 2023; Cheung et al., 2020; Miedijensky, 2018).

Let’s jump ahead again to Siegle’s (2024) application of AI in three key elements of curriculum for gifted students: acceleration, depth and complexity, and interest-based content. We know that effective gifted programming is founded on high-quality curriculum that challenges gifted students intellectually and provides opportunities to them to explore their interests and passions (Sutherland & Reid, 2023), and AI can enhance curriculum by offering recommendations on advanced topics and resources suited to individual interests and talent areas, thereby fostering motivation and deeper engagement (Neal, 2025). 

Another powerful application of AI is to aid teachers in collaborative data-based decision-making and professional development in gifted education. By aggregating data on student performance and preferences, AI systems can enhance communication among administrators, teachers, students, and parents to facilitate informed decisions regarding resource allocation and academic interventions before issues arise, thereby ensuring that educational needs are proactively met (Yu, 2023). In addition, many educators express a lack of confidence in teaching gifted students effectively and express their need for training. AI can support these efforts by identifying specific training needs based on teacher-provided data regarding student achievement, affective needs, classroom behavior, and engagement, thus guiding teachers to pursue relevant, targeted professional development opportunities (McCormick & Guilbault, 2023).

Serendipitously, the April 2025 issue of Gifted Child Today contains two interesting articles related to this topic. Guilbault et al. (2025) explore ChatGPT's application in addressing high school gifted learners' academic and social-emotional needs, emphasizing how to create effective prompts, to enhance critical thinking, to incorporate virtual mentorships, and to support reflective learning. Rubenstein et al.’s (2025) Journeying between Worlds and Words lesson explored using ChatGPT with third and fourth graders to create customized play scripts, enhancing students’ engagement, creative processes, and reading fluency and empowering them as active creators of learning experiences rather than passive consumers. These recent articles provide solid examples about how teachers can use the power of AI to positively affect students’ learning experiences for increased achievement and meaningful engagement.

I hope I’ve convinced you to give AI a try in one or more of the ways described above. AI's transformative potential in gifted education is marked by its capability to personalize learning, create adaptive curricula, and facilitate teacher development. Through effective utilization of AI technologies, educators can significantly enhance the educational experiences of gifted learners, ensuring that their distinct needs are met and their potentials fully realized. 

If you want or need to learn more, why not create your own professional development plan using AI-powered tools? Professional Development for Teachers in the Age of AI (Cukurova, 2024) is an excellent resource for this purpose, including example prompts teachers may use when seeking professional development on a specific topic. If you have time, come back to the blog to let us know how it goes! 

References

Aubeuf, C. (2023). Uses of artificial intelligence in intelligent tutoring systems. In Mafalda Carmo (Ed.), Education Applications & Development VIII (pp. 304-312), Advances in Education and Educational Trends Series. inScience Press.  https://doi.org/10.36315/2023eadviii25 

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2004). How people learn: Brain, mind, experience, and school. National Academy of Sciences. https://www.csun.edu/~SB4310/How%20People%20Learn.pdf 

Bright, S. and Calvert, E. (2023). Educational technology: Barrier or bridge to equitable access to advanced learning opportunities? Gifted Child Today, 46(3), 187-200. https://doi.org/10.1177/10762175231168711 

Chen, J., Dai, D. Y., & Zhou, Y. (2013) Enable, enhance, and transform: How technology use can improve gifted education, Roeper Review, 35(3), 166-176. https://doi.org/10.1080/02783193.2013.794892

Cheung, R., Hui, A., & Cheung, A. (2020). Gifted education in Hong Kong: A school-based support program catering to learner diversity. Ecnu Review of Education, 3(4), 632-658. https://doi.org/10.1177/2096531120967447 

Cukurova, M., Kralj, L., Hertz, B. & Saltidou, E. (2024). Professional Development for Teachers in the Age of AI. European Schoolnet. https://discovery.ucl.ac.uk/id/eprint/10186881/1/EUNA-Thematic-Seminar-Report-V5%20%281%29.pdf 

Guilbault, K. M., Wang, Y., & McCormick, K. M. (2025). Using ChatGPT in the secondary gifted classroom for personalized learning and mentoring. Gifted Child Today, 48(2), 93-103. https://doi.org/10.1177/10762175241308950 

McCormick, K. and Guilbault, K. (2023). Thriving amidst the pandemic: Teaching gifted students online and the role of adaptation and innovation. Journal of Advanced Academics, 35(2), 199-229. https://doi.org/10.1177/1932202x231220052 

Miedijensky, S. (2018). Learning environment for the gifted—what do outstanding teachers of the gifted think? Gifted Education International, 34(3), 222-244. https://doi.org/10.1177/0261429417754204 

Neal, T. M. (2025). Creating academically advanced learning environments for gifted students through artificial intelligence. In A. G. Walters (Ed.), Transforming Special Education Through Artificial Intelligence (pp. 165-192). IGI Global. https://www.doi.org/10.4018/979-8-3693-5538-1.ch006   

Rubenstein, L., Waldron, A., & Ramirez, G. (2025). Transforming worlds into words: Using ChatGPT to bring student visions to life. Gifted Child Today, 48(2), 104-117. https://doi.org/10.1177/10762175241308951

Siegle D. (2024). Using artificial intelligence (AI) technology to support the three legs of talent development. Gifted Child Today, 47(3), 221–227. https://doi.org/10.1177/10762175241242495

Sutherland, M. and Reid, C. (2023). A small country with big ambitions: does this include the gifted? Education Sciences, 13(8), 832. https://doi.org/10.3390/educsci13080832

VanTassel-Baska, J. (2018). Considerations in curriculum for gifted students. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 349–369). American Psychological Association. https://doi.org/10.1037/0000038-023

Yu, P. (2023). The future prospects of deep learning and neural networks: Artificial intelligence's impact on education. Proceedings of the 2023 International Conference on Machine Learning and Automation. https://www.doi.org/10.54254/2755-2721/33/20230239 

To say that there is a lot going on in the world at the moment is such a dramatic understatement. This week, the last of February 2025, I was on a video call with members of the Global Awareness Network in NAGC, and colleagues from California, Washington, Colorado, Nevada, Jamaica, and New Zealand. Annemarie Roeper, a force of nature and an advocate for the ethical development of gifted children, among other child-centered goals (Silverman, 2001), instigated the launch of the Global Awareness Network (Delisle, 2012) as a way to connect and inspire across gifted education. I asked this international group, including those who knew her well, how things are going in their parts of this world. 

One colleague shared that her professional, paid K12 educational work is fully government-grant funded which has created nervousness, limits on the types of communication they can use, and discussions across the state concerning what resources feel safe to share with families, or not. In contrast, the nonprofit organization on the volunteer side of her life has almost finalized a published statement of solidarity, sensitivity, and compassion for intersectional groups of gifted learners, such as families with giftedness and immigrant status, or other areas mentioned by recent federal orders. They want to develop and publish the words that say, in a meaningful way, You are seen. You belong.    

Another colleague shared what came to mind: the epidemic of loneliness highlighted by the former U.S. Surgeon General Vivek Murthy. In an interview last year (Tamron Hall Show, 2024), he compared the physical and mental health impacts of loneliness and isolation (Selz, 2023) to smoking fifteen cigarettes a day. On a recent, January 7, 2025 Bit of Optimism podcast (Simon Sinek, 2025), Dr. Murthy discusses where do we go to feel like we belong? My colleague thinks about this topic in her daily work with students, as she seeks and finds ways to help them connect, support, and encourage each other. 

Dr. Rosemary Cathcart, from her place on our video call all the way from New Zealand, was urged by Dr. Linda Silverman to discuss the resources that she has written on the ethical development of children. From Rosemary’s book, They’re Not Bringing My Brain Out, in chapter 27: “Gifted children in particular tend to have a strong concern with justice but may feel overwhelmed by a sense of the impotence of the individual. Providing some framework to help them develop a belief in the capacity of the individual to make a difference is a critical element in their growth as effective individuals, ultimately with a strong life vision (Cathcart, 2020).” In that chapter, Rosemary discussed the conversations that can happen from home and school collaboration to develop students’ awareness of how values are developed, to understand other people’s ways of gaining knowledge, and to use emotional sensitivity and perceptiveness. She recommends finding issues that are important to children, at their level, to use as teachable moments. She also suggests locating opportunities in the curriculum for discussing the behaviors, actions, and choices that people make. Programs such as Future Problem Solving, Philosophy for Children, and methods such as the Socratic technique (Miller, 2021) with secondary students and also with young students (Gregor, 2019), can build these thinking skills. Rosemary gave multiple, practical examples of this thoughtful, real work with students in the book, and shared on the call how the work continues.     

Linda helped us wrap up the conversation as she mentioned work for an upcoming issue of Advanced Development: A Journal on Adult Giftedness, and also shared highlights from the Global Awareness Network Meeting at the 2024 annual conference in Seattle. “Annamarie was a force, and if she said we need this, I would say ‘okay, how do we do it?’… She dreamed of an organization that would care about the ethical development of the gifted. She had her SAI model (Self Actualization Interdependence Model)(Roeper, 1997; Roeper School, 2025), which was all about, Who are you? Not, what can you do? It’s about your own evolution as a human being, not how you can fulfill my expectations of you. She brought that energy to NAGC… and now it feels like yes, there are people interested, and we can go forward… Annemarie’s original vision was to have an organization that was a part of all of the organizations for the gifted… we’re entering a new era where collaboration and cooperation and ethics are important, and I think this is the time to revisit and rediscover Annemarie’s work (Silverman, 2024, personal presentation).”
From the Global Awareness Network, we hope that where you are, you feel that you belong, that you matter, and that your work for students and with students matters. Here is to the role of ethical development, compassion, and connection in our field of gifted education.    

References
Cathcart, R. (2020). They’re Not Bringing My Brain Out: Understanding and Working with Gifted and Talented Learners (4th ed.). Hachette New Zealand.

Delisle, J. (2012). Annemarie Roeper: The voice of gifted children. Roeper Review, 34(4), 209–210. https://doi.org/10.1080/02783193.2012.715331

Gregor. (2019, February 11). Socratic teaching for kindergarteners? Can you even do that? Scholé Academy.
https://scholeacademy.com/socratic-teaching-for-kindergarteners-can-you-even-do-that/

Miller, R. (2021). Using the Socratic Method In Your Classroom. Edutopia. https://www.edutopia.org/article/using-socratic-method-your-classroom/

Roeper, A. (1997). Listen to the gifted child.,. Roeper Review, 19(3), 166–167. https://eric.ed.gov/?id=EJ549028

Roeper School. (2025). Early Educational Philosophy. The Roeper School. https://www.roeper.org/list-detail?pk=93120

Selz, A. (2023, May 2). Loneliness poses health risks as deadly as smoking, U.S. surgeon general says. PBS News. https://www.pbs.org/newshour/health/loneliness-poses-health-risks-as-deadly-as-smoking-u-s-surgeon-general-says

Silverman, L. K. (2001). This issue honors Annemarie Roeper—A gifted teacher and teacher of the gifted. Roeper Review, 23(4), 188. https://www.proquest.com/docview/206697121/abstract/40BFCACB81054619PQ/1

Simon Sinek (Director). (2025, January 7). The Cure for Loneliness with U.S. Surgeon General Vivek Murthy | A Bit of Optimism Podcast [Video recording]. https://www.youtube.com/watch?v=7xsueRaWSa8

Tamron Hall Show (Director). (2024, January 10). The Surgeon General’s Stern Warning About the Loneliness Epidemic [Video recording]. https://www.youtube.com/watch?v=Q77HJgVSCfc

Gifted education has long struggled with barriers to implementing research-based learning interventions for learners (differentiation, acceleration, enrichment). While concerns about Artificial Intelligence (AI)—such as privacy, potential biases, and over-reliance on technology—are valid and warrant thoughtful consideration, AI also offers transformative opportunities. By leveraging AI, we can create personalized learning experiences that address the unique needs of gifted learners while avoiding adding additional demands to the never-ending to-do list so many educators face. 

Why AI Matters for Gifted Education

AI isn’t just for tech giants and sci-fi movies anymore; AI is carving out a role in education—it’s a tool with real potential to change how we identify and support gifted students. In gifted education, AI can process vast amounts of student data, identifying learning behaviors, problem-solving approaches, and performance metrics. These systems provide an objective complement to teacher observations and standardized testing.

AI also provides opportunities for differentiated learning for all learners. Research has shown that tailoring instruction to individual needs significantly boosts engagement and achievement, especially for advanced learners (van der Kleij et al., 2021). Tools like DreamBox and i-Ready use adaptive algorithms to adjust lesson depth and complexity in real time, ensuring students remain challenged while saving educators from the unrealistic task of creating individualized lesson plans for each student in their classroom. Similarly, studies on adaptive learning tools such as CogBooks® show that students using these platforms exhibit higher engagement and improved performance compared to traditional methods (Mitchell et al., 2024).

AI Applications in the Classroom

1. Assessment Tools That Promote Equity in Identification
AI-based platforms like Carnegie Learning provide a deeper dive into student performance than traditional tests. By analyzing cognitive, creative, and socio-emotional data, these tools can identify potential in students who might otherwise be overlooked—particularly those from culturally or linguistically diverse backgrounds. This makes AI an invaluable tool for promoting equity in gifted education (Carnegie Learning, n.d.; van der Kleij et al., 2021).

2. Tailored Curriculums
AI tools like Sown to Grow enable educators to design dynamic curriculums tailored to each student’s individual ability. These tools create challenge-based tasks and interactive lessons that challenge students’ intellectual limits while keeping them engaged. Research supports this approach: students engaging with AI-enhanced personalized curriculums show greater academic growth than those in standard instructional settings (Lee et al., 2023).

3. Support for Twice-Exceptional (2e) Learners
Gifted students with disabilities often require additional accommodations to reach their potential. AI tools can provide solutions, such as text-to-speech features, scaffolded prompts, or other adaptive supports. 

Recommendations for Researchers, Educators, and Administrators

To integrate AI effectively into gifted education, consider these strategies:

- Explore AI Tools: Start small by testing user-friendly platforms like Khan Academy or Edmentum. These tools offer adaptive learning features that can support differentiation in the classroom.

- Collaborate with Experts: Partner with technologists and gifted education specialists to select AI tools that align with the NAGC Standards for the Preparation of Gifted Education Professionals.

Professional development programs focusing on AI literacy are essential to empower educators. With the right training, teachers can use AI to enhance their practices without feeling overwhelmed by new technology.

Looking Ahead

The future of AI in gifted education holds exciting possibilities. From virtual mentors to collaborative AI platforms, these tools will continue to evolve, offering a more individualized learning experience for students. Incorporating AI into teacher preparation programs can also equip educators with the skills and knowledge to address the needs of advanced learners in innovative ways.

However, as with any technology, balance is key. AI should enhance—not replace—the expertise and intuition of educators. By combining the power of AI with thoughtful teaching practices, we can create an environment where every gifted learner has the opportunity to reach their potential.

References

• Carnegie Learning. (n.d.). AI-powered learning solutions. Retrieved from https://www.carnegielearning.com
  
• DreamBox Learning. (n.d.). Adaptive learning for personalized education. Retrieved from https://www.dreambox.com
  
• Khan Academy. (n.d.). Free online courses, lessons, and practice. Retrieved from https://www.khanacademy.org
  
• Lee, J., Smith, R., & Martinez, P. (2023). The impact of AI-driven personalized learning systems on academic achievement in advanced learners. Gifted Child Quarterly, 67(2), 123–137. https://doi.org/10.1177/00169862231100001
  
• Mitchell, J. R., Hall, S., & Woods, R. (2024). Enhancing student engagement through adaptive learning technology: Evidence from a CogBooks® implementation in higher education. Smart Learning Environments, 11(3), 18–30. https://doi.org/10.1186/s40561-024-00292-y
  
• National Association for Gifted Children (NAGC). (n.d.). Standards for the preparation of gifted education professionals. Retrieved from https://www.nagc.org
  
• Sown to Grow. (n.d.). Empowering students to own their learning. Retrieved from https://www.sowntogrow.com
  van der Kleij, F. M., Vermeulen, J. A., Schildkamp, K., & Eggen, T. J. H. M. (2021). Toward effective feedback practices in personalized learning environments: A systematic review. Educational Psychology Review, 33(1), 25–59. https://doi.org/10.1007/s10648-021-09615-8
  
• CogBooks. (n.d.). Adaptive learning platform for higher education. Retrieved from https://www.cogbooks.com
  
• i-Ready Central. (n.d.). What is i-Ready? Retrieved from https://i-readycentral.com/familycenter/what-is-i-ready/