CCAGTC
Adapted from information provided by Shavonne James, Founder of Paper Cranes Counseling
The Central Cities Association for Gifted and Talented Children (CCAGTC) believes that historically underserved and underrepresented gifted, talented, and twice-exceptional (2e) children must have equitable access to mental health support that recognizes both their strengths and their unique social, emotional, cultural, and educational needs. Giftedness should never prevent a child's emotional struggles from being recognized, nor should mental health or learning challenges prevent a child's gifts from being identified and nurtured.
Gifted children are often viewed primarily through the lens of their abilities and accomplishments. Adults may assume that because a child performs well academically, demonstrates advanced reasoning, or possesses exceptional creative abilities, that child is also emotionally prepared to manage pressure, disappointment, isolation, or stress. This assumption can leave significant needs unrecognized.
Gifted students may experience perfectionism, anxiety, social isolation, sensitivity, intense emotions, identity concerns, or fear of failure. Some may question whether they truly deserve their accomplishments. Others may place tremendous pressure on themselves to continually demonstrate that they are "smart." When giftedness becomes a child's primary identity, mistakes and setbacks can feel like threats to their sense of self rather than normal parts of learning and development.
For historically underserved and underrepresented gifted children, these challenges may be compounded by inequities in gifted identification, limited access to appropriate programs, cultural misunderstanding, economic barriers, discrimination, and the absence of peers or educators who recognize and understand their abilities. A gifted Black, Latino, Native American, Pacific Islander, low-income, multilingual, or 2e student may be navigating giftedness while also confronting environments in which their abilities are overlooked, underestimated, or misunderstood.
CCAGTC believes families and educators must intentionally support the whole gifted child—not simply the child's academic performance.
Parents, schools, and communities can help by creating environments where gifted students are allowed to make mistakes, take intellectual risks, and ask for help without feeling that they have failed. Adults should emphasize effort, perseverance, creativity, and growth rather than repeatedly praising children only for being "smart." Children also need opportunities to develop identities beyond academic achievement through the arts, athletics, technology, leadership, community service, cultural activities, and other interests.
Social connection is equally important. Historically underserved gifted students need opportunities to meet intellectual peers and mentors with whom they can experience belonging. Schools and community organizations should expand culturally responsive gifted programs, mentoring, enrichment opportunities, counseling resources, and professional development that help adults recognize both giftedness and emotional needs.
For twice-exceptional students, support must address both exceptional ability and areas of challenge. A disability, learning difference, or emotional difficulty should never be used as a reason to lower expectations or deny access to gifted opportunities.
CCAGTC calls upon families, educators, mental health professionals, schools, and community organizations to work together to identify gifted potential early, listen carefully to children's concerns, provide culturally responsive mental health resources, and create environments where asking for help is viewed as a strength.
Talent exists in every community, and opportunity should too. Supporting mental and emotional well-being is an essential part of ensuring that historically underserved gifted, talented, and 2e children have the opportunity not merely to achieve, but to thrive.