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Davidson Gifted Blog

Gifted Research

Helping Gifted Students With Stress Management

This article offers an overview of what stress is; how a gifted student experiences stress (causes and results); and offers suggestions on managing stress. It also contains a checklist to assist a teacher or…

Gifted Research

Guiding the Gifted Reader

This article by Judith Wynn Halsted discusses the role of reading in the educational development of gifted students. The author states that it is important to “consider their intellectual and emotional development in light…

Gifted Research

Can you hear the flowers sing? Issues for gifted adults

This article by Deirdre Lovecky explains that there has been comparatively little focus in the literature on the attributes and social and emotional needs of gifted adults. Using observational data, the author attempts to…

Gifted Research

Understanding and encouraging the exceptionally gifted

This article by Bruce Kline and Elizabeth Meckstroth defines several pervasive characteristics and needs of exceptionally gifted children. It also identifies some corresponding options to nurture their sense of competence, confidence, and life satisfaction…

Gifted Research

Vulnerabilities of highly gifted children

While this is an older article, it provides a good summary of the social and emotional dimensions of giftedness that still rings true for many gifted children today. This article by Wendy Roedell points…

Gifted Research

The effects of acceleration on the social and emotional development of gifted students

This article is a book chapter by Lynn Pollins. It discusses studies on acceleration as it relates to the student’s social and emotional development. There has never been a study that showed a negative…

Gifted Research

The joys and challenges in raising a gifted child

This article by Nancy Delano Moore details a mother’s experiences trying to access appropriate educational options for her profoundly gifted daughter. In particular, the author defends the practice of acceleration. She concludes with a…

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