Patricia Kimathi
Educational therapist and editor of Roots & Wings
We believe that historically underrepresented gifted, talented, and twice-exceptional (2e) children deserve access to schools that recognize their abilities, understand their challenges, affirm their identities, and provide opportunities for them to reach their full potential. Finding such a school can take time. For this reason, families should begin exploring educational options well before their child needs to make a school transition.
Selecting a school is challenging for any family. For families of gifted and 2e children, particularly those from historically underrepresented communities, the process can be even more complicated. Gifted abilities may be overlooked because of cultural or linguistic differences, economic barriers, disabilities, uneven academic performance, or identification practices that rely too heavily on standardized measures.
A great school is not simply one with high test scores. It is one where your particular child can learn, belong, be challenged, receive support, and thrive.
Families should begin investigating schools as early as possible—ideally a year before enrollment. Public school choice programs, magnets, charter schools, independent schools, and specialized programs may have application deadlines months before the school year begins. Starting early gives families time to understand eligibility requirements, attend school tours, compare programs, complete applications, and investigate financial aid or other resources when appropriate.
Early planning is particularly important for gifted and 2e families because the closest or most popular school may not necessarily be the best match for their child's strengths and needs.
Families should examine what a school actually provides. Ask about gifted identification and advanced learning opportunities. Does the school use multiple measures to identify giftedness, or does it rely primarily on test scores? How does it identify gifted students from historically underrepresented populations? Once a child is identified, what services are actually provided?
For twice-exceptional children, ask an equally important question: Can the school support my child's strengths and challenges at the same time? A child should not have to sacrifice advanced learning opportunities to receive special education services or accommodations.
Families should also investigate teacher qualifications, class size, academic performance, counseling, special education, tutoring, technology, STEM, arts, athletics, clubs, and other enrichment opportunities.
Representation and belonging matter as well. Look at the diversity of students, teachers, administrators, curriculum, books, and activities. Children need opportunities to see their cultures represented while also learning to understand and respect cultures different from their own.
Safety should never be overlooked. Ask how the school addresses bullying, discrimination, discipline, and conflicts among students. Determine whether children feel emotionally as well as physically safe.
Visit schools whenever possible. Talk with administrators, teachers, parents, and students. Speak with other families of gifted and 2e children and ask not only which schools they recommend, but why. Review school websites and independent resources, but remember that ratings alone cannot tell you whether a school is right for your child.
Most importantly, include your child in the conversation. Ask what helps them learn, what makes them feel supported, and what opportunities excite them.
Historically underrepresented families should not have to accept whatever educational opportunity happens to be available. They should be empowered to search, question, compare, and advocate.
Start early. Ask questions. Explore your options. The goal is not simply to find a good school—it is to find a school where your child's gifts are recognized, their needs are supported, and their possibilities are expanded.