Gifted children learn and think well beyond their age-based peers. Giftedness can appear in one or more learning areas and children do not need to excel in all domains to be considered gifted. Signs can include rapid learning, deep questioning and emotional sensitivity. They often show advanced reasoning, curiosity and creativity, but may develop unevenly, excelling in some areas while finding others harder.

Formally, giftedness is identified through a cognitive assessment completed by a registered psychologist. Results are considered alongside teacher observations, academic results and parent insights. However, not all situations require a cognitive assessment. When a child is clearly performing above age expectations and there are no additional concerns, it may be more helpful to first focus on appropriate academic challenge and enrichment before investing in further assessment.

Twice-exceptional (2e) children are both gifted and neurodiverse, for example with ADHD, autism spectrum disorder or dyslexia. Their strengths and challenges can mask each other, making it harder for schools to recognise and cater for their needs.

Yes. Giftedness can coexist with many other learning differences. For these children, standard cognitive assessments or school reports may not fully reflect their advanced potential because their challenges can mask their strengths.

No two gifted individuals are the same. These children are often misunderstood in school and as a result can underachieve, not fulfilling their potential. Specialists in gifted and twice-exceptional education can help ensure a child’s social, emotional and learning needs are understood and met.