Gifted students need challenge and students from backgrounds underrperesented in gifted education often need that challenge to come from their public schools. After almost 10 years of research from the Jack Kent Cooke Foundation and others, we know a lot of what works to identify low-income and minority students and how to serve them in gifted programs.
I know that when I return to school, I will think a little differently about our students who were accustomed to waking up early, getting dressed, packing their bags, catching the bus, taking their seats, prepared to learn and who have had to adjust to a virtual environment. It’s not easy. But, whether in person or online, it is what happens next, when the class is quiet and the teacher begins to speak, that makes all the difference.
NAGC’s Parent, Family & Community Network feels it’s essential that educators and parents tune in and listen to the voices of gifted children. Gifted teen Sophia D. shares her insights on giftedness and offers advice to adults on how to best serve gifted youth.
 Uncommon underrepresented and/or perceived deficit-based social and cultural differences in students is a source for systemic and institutional victimization of gifted Black students.
This spring's move to distance learning posed huge challenges for families. Trying to structure the day for students and parents, while dealing with the stress of rapid change and a pandemic did not always make for efficient or happy learning. The Gifted Development Center’s virtual education leaders group met to prepare for the coming year of probable distance learning. They also shared experiences that can make this year better for parents and their gifted students.