Gifted students are often the outliers—curious, intense, sometimes misunderstood. As educators and parents, we’re in a unique position to create spaces where these learners feel safe, seen, and supported—not just for their intellect, but for who they are as whole people.

As part of my recent work in gifted education, I explored Standard 2, which focuses on understanding the diverse ways gifted students develop—cognitively, socially, emotionally, and culturally. It also challenges us to build learning environments that reflect and respond to that complexity.

Here are 20 insights from that process—each one a small reminder of what it means to serve gifted students well.

As educators and parents, we often focus on the strengths of gifted learners—their quick thinking, creativity, and passion for knowledge. But behind these intellectual abilities lies something just as important: their emotional world.

Supporting the social and emotional development of gifted students is essential to helping them thrive, both in and out of the classroom.

Artistically gifted students offer the world unique insight, beauty, and perspective through their work—but their emotional lives can be just as complex and vibrant as their artistic expressions. While these students are often celebrated for their creativity and talent, they are sometimes misunderstood when it comes to their emotional and social development. Educators and parents can better support these students by understanding the traits that shape their inner worlds and the environments that help them thrive.

Traditional methods of gifted identification—which rely heavily on standardized IQ tests and academic achievement—can be limiting to many students.

Barriers such as anxiety, language, and cultural differences can impact test performance and lead to under-identification. A holistic approach should be considered by school districts and gifted programming coordinators to allow for diversity and equity in gifted identification. 

Many well-meaning people say, “All students are gifted,” but this misconception can harm students who need specialized gifted education services. Discover why true giftedness goes beyond high achievement and how we can better support gifted learners’ academic and social-emotional needs.

As the new year begins, it’s the perfect time to reflect on how we approach gifted education, both in the classroom and at home. For educators and parents, reimagining rigor means creating an environment that encourages students to think critically, creatively, and deeply. This approach isn’t just about increasing the workload—it’s about fostering engagement, curiosity, and the ability to solve problems in new and innovative ways. By rethinking how we design learning experiences, we can offer gifted learners opportunities to grow in ways that are both meaningful and fulfilling.