The Overarching Theme of The Highly—Profoundly Gifted Symposium (2026) was Well-Being. Do Highly—Profoundly Gifted Children, Adolescents, Students Have Access to Well-Being?
We are all stakeholders! As Teachers, Program Administrators, Counselors, Psychologists, Pediatricians, Parents, and Society at-large, we must ask ourself:
Are they happy in school?
Are their social, emotional, physical, cognitive, and altruistic-moral developmental needs being met for growth and development?
Do they have opportunities to develop their abilities, passions, developmental potential?
Do they have like-minded peers, teachers-mentors, practitioners to be able to learn coping mechanisms such as: interpersonal skills, study skills, organization, time management, reciprocal conversations, emotional safety, trust, regulation?
We must ask ourself, do they have like-minded peers, teachers-mentors, practitioners to be able to learn:
to work effectively with themself and with others?
to collaborate and to see other perspectives?
to feel emotional and physically safe?
to build meaningful relationships and to feel connected?
to have opportunities for meaningful growth?
to engage and develop their prevalence for high autonomous forces to feel self-confident?
to engage positive values, character, and self-acceptance?