The mind races ahead,
there are four paths and you don’t know which one to take.
A mind that flies higher than the curriculum. It is not a privilege — it is an educational need that deserves the same attention as any other.
2-3%
del alumnado tiene altas capacidades. Solo el 0,4% está correctamente identificado en España.
Tourón, J., 2020 · Ministerio de Educación
1 in 5
of gifted students leave education early when they are not identified and supported.
Ministerio de Educación, 2022
80%
of teachers say they have had no specific training on giftedness.
Informe AACC, Ministerio de Educación, 2022
We can help.
Choose a category.
Identification and assessment
Identifying comes first. Gifted students are not all alike, and they do not all show it.
Enrichment and extension
More of the same does not work. They need to go further, and deeper.
Emotional wellbeing
Perfectionism, intensity and loneliness are part of the picture. They need attention too.
Guides for families and teachers
Everything you need to know. Official documents and lived experience.
More resources (8)
News
In their own words.
🇺🇸 Estados Unidos
“Boredom is the sign that your mind needs more than its surroundings are offering. It is not a fault — it is a compass.”
Howard Gardner
Harvard psychologist. Author of the theory of multiple intelligences, and a worldwide reference on education and talent.
🇪🇸 España
“A gifted child who is bored in class is not the child’s problem. It is the system’s problem.”
Javier Tourón
Professor and Spain’s foremost authority on giftedness. He has spent decades pressing the Spanish school system to identify and support these students.
🇵🇱 Polonia
“It is not that you are too much. It is that the glass is too small.”
Kazimierz Dąbrowski
Polish psychiatrist and psychologist. He developed the theory of overexcitability, and his ideas remain a reference point in giftedness.
Bibliography
- Renzulli, J. S. (1978). What Makes Giftedness? Reexamining a Definition: modelo de los tres anillos. Phi Delta Kappan.
- Renzulli, J. S. & Reis, S. M. (2014). The Schoolwide Enrichment Model (SEM). Prufrock Press.
- Gagné, F. (2004). Transforming gifts into talents: the DMGT. High Ability Studies.
- Tomlinson, C. A. (2014). The Differentiated Classroom: enseñanza diferenciada. ASCD.
- Tourón, J. (2020). Las altas capacidades en el sistema educativo español. Ministerio de Educación.
- Webb, J. et al. (2016). Misdiagnosis and Dual Diagnoses of Gifted Children and Adults. Great Potential Press.
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