Leilah Kirkendoll, PhD
Educator
We believe that historically underserved gifted, talented, and twice-exceptional (2e) children deserve educational environments that recognize their abilities, affirm their identities, support their individual needs, and believe deeply in their potential to succeed. Too often, children from underserved communities enter schools where their gifts may be overlooked, misunderstood, or overshadowed by differences in culture, behavior, learning style, disability, or access to opportunity.
My earliest understanding of what education could and should be came from attending the Oakland Community School (OCS), a school operated by the Black Panther Party. It was an educational environment designed to address children's academic development while also attending to their health, nutrition, identity, social development, and connection to community.
I was only two years old when I began this educational journey, but its impact remained with me throughout my life and eventually contributed to a path that led me to earn a PhD at age 47.
Imagine being a child in a school where the adults around you are focused not only on what you know, but also on your dreams, goals, behavior, well-being, and aspirations. Imagine being surrounded by educators and caregivers who see your possibilities and communicate through their words and actions, “We believe you can succeed.”
That was my experience.
At Oakland Community School, many of the adults looked like the children and families they served. This representation mattered. However, the lesson extends beyond racial representation. Children benefit when educators understand their communities, respect their identities, recognize their strengths, and refuse to define them by deficits.
Historically underserved gifted and 2e children especially need adults who can recognize ability even when it does not appear in traditional ways. A child may demonstrate exceptional creativity while struggling with writing. Another may possess advanced reasoning skills while experiencing difficulty with attention, organization, communication, or emotional regulation. Without knowledgeable and supportive adults, their challenges can sometimes hide their gifts—and their gifts can hide their need for support.
My experience at OCS taught me that education is more than academics. We learned, ate, played, grew, and participated in our community together. The adults created an environment in which children were expected to succeed and were provided with support to help make that success possible.
This experience raises an important question for today's families: What could happen if every gifted and 2e child attended a school where adults actively searched for potential rather than waiting for children to prove they had it?
Families should advocate for schools that provide equitable gifted identification, culturally responsive teaching, appropriate 2e services, challenging academics, enrichment opportunities, mentoring, social-emotional support, and meaningful family engagement.
We encourage families to look beyond grades and test scores when evaluating whether a school is meeting their child's needs. Ask: Does my child's school see their brilliance? Does my child see themselves reflected and respected? Are their strengths being developed while their challenges are supported? Does my child believe there is nothing they cannot accomplish?
Every child deserves adults who recognize possibility. For historically underserved gifted, talented, and 2e children, being seen, supported, challenged, and believed in can change not only an educational experience—it can change the direction of a life.