Social & Emotional Issues: What Gifted Adults Say About Their Childhoods

by Deborah L. Ruf, Ph.D. 2022

I recently attended a school conference that included the school psychologist, principal, classroom teacher, district gifted and talented coordinator, parents of the gifted child, and other interested parties.

Five minutes into the discussion I wanted to shout, “I already have a tape recorded copy of this meeting!” Predictable camps of the debate espoused the same arguments, platitudes and attitudes that usually emerge in these discussions.

Although the research is done and the information is available, few people in the trenches even know what giftedness is, let alone what to do about it.

Because I believe that giftedness is an inborn trait, and the demonstration of it requires emotional and environmental support, I also believe the qualities of giftedness are present throughout people’s lives, even if they are underachievers or hide their abilities.

It follows, therefore, that I believe former gifted children become gifted adults. Adults have experience and hindsight. I asked gifted adults what they thought of their childhood experiences at home and in school.

Case Study Feedback from Highly Gifted Adults