![]() Transcripts of our weekly chats can be found at Wakelet. and Fridays at 2PM NZDT/Noon AEDT/Midnight UK to discuss current topics in the gifted community and meet experts in the field. Join us Thursdays at 8E/7C/6M/5P in the U.S. Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. It is extremely important for local, state and national organizations to share available resources and strategies with the general public, educators and parents.Ī transcript of this chat can be found at Wakelet. Seeing it expressed on social media by so many young people not engaged in gifted organizations is new. The idea of burnout is not new to the gifted community. Form alliances with other parents for support. Seek help when necessary from a trusted source. This can provide all stakeholders insight into the child’s level of pressure they are feeling. They should also realize the importance of fostering self-advocacy in their child by including them in the advocacy process. Engaging in meaningful conversations with their child often is crucial. They need to know and recognize the signs of burnout. Parents of gifted children are in a unique position to observe and advocate for their child. Gifted adults may need to seek professional help if they feel recovery isn’t possible if their daily lives or careers are adversely affected. They should be aware that being labelled ‘gifted’ as a student was a means to an end rather than a diagnosis. ![]() Gifted adults can begin the road to recovery by recognizing that their talents do not define who they are they do. Interventions should be considered when students begin to vocalize concerns over high expectations, mood and behavioral changes, or unexpected withdrawal from social interactions. When evidenced, underachievement should be recognized and dealt with on an individual basis. Strategies should include SEL components. Gifted students are more than their academic standing in school. This can enhance awareness of the needs of these students. What strategies can teachers use to minimize gifted kid burnout? First and foremost, teachers who interact with gifted students should be required to have coursework and or professional development in gifted education. After years of high grades, test scores, and praise, they may have to contend with less than perfect. Students labelled gifted in elementary school can feel overwhelmed when they eventually confront challenging work at the secondary level. Gifted students report academic anxiety, panic attacks, imposter syndrome, an inability to interact with age peers and to control life outcomes. It becomes consequential during college years. It may manifest at an early age, but onset generally occurs during middle school or high school. It’s important to recognize the signs of gifted kid burnout. Users describe themselves as identified ‘gifted students’ in elementary school who face lifelong struggles with destructive perfectionism, low self-esteem, failure to live up to the expectations of others and mental health issues. However, the term – gifted kid burnout – as coined on social media platforms is a more recent phenomenon. The idea of gifted kids struggling with burnout goes back decades researched as early as the 1980s. ![]() This week’s chat topic was predicated on the ‘gifted kid burnout’ meme that’s been circulating on the Internet for several years most recently on TikTok.
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