3 Non-Negotiables as a Gifted Intervention Specialist
...because my number one goal is providing for my students
I’ve had the privilege of teaching gifted education for 14 years. I say privilege because it truly is my passion. I love the complexity of my students, the constant challenge to find creative ways to engage them, and the incredible payoff when their eyes light up with excitement.
Over the years, I’ve seen trends come and go. I’ve also grown and changed as an educator. Looking back at my early years, there are definitely moments that make me cringe (like assigning homework over winter break…what was I thinking?).
While I believe that all teachers must be flexible and responsive, there are a few things I refuse to compromise on when it comes to making sure gifted students get the education they deserve. Here are my three non-negotiables:
1. I will not let my students be used as stand-in tutors.
When the assumption is made that a gifted student can help teach their peers, I step in. Gifted students deserve opportunities to learn, not to be used as teaching assistants.
There's also a widespread misconception that all gifted students make great tutors. In reality, many struggle with patience, perspective-taking, or explaining how their mind works; especially when their thinking is several steps ahead. Pushing them into peer-teaching roles can strain relationships and cause unnecessary frustration.
2. I will not block a student from gifted services because of behavior.
Giftedness is a neurodevelopmental difference, not a reward for compliance.
Educational services are meant to provide the right environment for a student to grow. Sometimes, the students with the biggest behavior challenges in a general classroom thrive in a smaller, more tailored gifted setting. If a child is struggling behaviorally, it’s a signal to look deeper; not a reason to pull them from support.
3. I will not assign more work just for the sake of doing more.
Gifted services should never feel like a punishment. Yet too often, “enrichment” is treated like an extra packet, a longer essay, or double the math problems. But few kids - gifted or not - are motivated by busywork.
Instead, I focus on meaningful challenge. If a student needs more, it’s more with purpose; work that’s designed to stretch their thinking, spark curiosity, or deepen their understanding.
Final Thoughts: Being a gifted specialist means constantly reflecting and evolving. But these three principles are my anchors. They help me protect the integrity of gifted education and more importantly, the well-being of the kids I serve.
What are YOUR non-negotiables when it comes to gifted education? If you are a gifted adult, teacher of gifted students or parents of gifted kids, considering joining The Gifted Perspective Substack community. All members receive a weekly article about the experience of giftedness (like this), and paid subscribers also receive a Sunday newsletter with applicable ideas and deep dives and a monthly resource guide!
🙌 Stand-in-tutor! We changed schools because of that.