Since returning from the Off the Charts Gifted Education Symposium in Auckland, 
New Zealand, I have been acutely aware of the difficulties faced by sensitive gifted children in the classroom.
Take these three examples…
1. When I asked to speak to staff about the innate qualities of gifted individuals, I was referred to the curriculum coordinator to ensure we differentiate curriculum for our top achievers.
2. Hearing the concerns of the mother of a sensitive eight-year boy who doesn’t want to go to school because of emotional bullying he encounters daily.
3. Applying for a select entry acceleration program for my daughter, when I am uncomfortable with the test focused selection process for these schools.
All of these situations clearly highlight the lack of awareness of the complexity of giftedness, especially for creative and emotionally gifted young people.
Let’s unpack three issues highlighted in these examples.