Think about how much of a student's school experience happens outside the classroom. There's the student who quietly helps a classmate through a difficult moment, the one who steps up when a group needs direction, or the child whose creativity comes alive during a school performance. These moments may not appear on a report card or assessment, but they tell us something important about who our students are and what they may be capable of becoming.
School leaders have opportunities to see these moments every day. Administrators walk through classrooms, visit cafeterias, attend student performances, talk with families, and watch students interact with one another. Sometimes they have the privilege of watching children grow from one grade level to the next.
But here are some questions worth considering: Are we recognizing the talents that students show us outside of traditional academic settings? And what happens when we notice these talents?
Talent development is about more than identifying students who earn high grades or perform well on assessments. It's also about recognizing possibilities, encouraging growth, and helping students discover strengths they may not even recognize in themselves.
Seeing What Others May Miss
We all know students whose abilities don't necessarily show up in their academic work.
Consider the student who rarely speaks during classroom discussions but becomes a confident leader on the playground. Or the student who struggles with traditional assignments but can create something remarkable when given the opportunity to work with their hands. What about the student who seems to know exactly how to bring classmates together when disagreements arise?
Administrators are in a unique position because school leaders see students in so many different settings. They may notice patterns that aren't always apparent during a single lesson or assessment. They may remember a student who was hesitant to participate a year ago but now confidently leads an activity or speaks in front of others.
And sometimes, what we notice raises questions worth exploring.
The
National Association for Gifted Children (NAGC) recognizes that giftedness can be demonstrated in different domains, including intellectual, creative, artistic, and leadership abilities. NAGC also emphasizes the importance of using multiple sources of information when identifying students for gifted services.
This reminds us that no single measure tells the whole story of a child's abilities.
Noticing Is Important. What We Do Next Matters More.
Recognizing potential is a starting point, but it shouldn't be where the conversation ends.
When a school leader notices a student demonstrating an unusual strength, they have an opportunity to share what they noticed. That might mean talking with a classroom teacher, connecting with a family, or reaching out to the gifted and talented coordinator.
It doesn't have to begin with a formal referral. Sometimes it begins with a simple conversation:
"I've noticed something about this student. Have you seen it too?"
That conversation could lead to an opportunity the student might not otherwise have experienced.
A student who demonstrates leadership might benefit from mentoring younger students or taking on a meaningful leadership role. A student with artistic ability might thrive through a school performance, an arts program, or an opportunity to work with a community artist. A student who consistently asks thoughtful questions might benefit from independent exploration or a more challenging learning experience.
Of course, observations alone don't determine whether a student qualifies for gifted services. Established identification procedures remain important. But our observations can help bring attention to strengths that deserve a closer look.
Research on talent development reinforces the importance of providing experiences that allow students' abilities to emerge and grow over time. We cannot assume that talent will automatically develop simply because a student possesses an ability. Students need encouragement, access, challenge, and opportunities to grow.
Administrators can help make those connections happen.
Building a School Culture That Sees Possibilities
One of the responsibilities of school leadership is helping to shape what a school values and pays attention to.
When school leaders encourage teachers to share what they notice about students, when they listen to families describe their children's interests, and when they create opportunities for students to demonstrate their abilities in different ways, they send the message:
every student has strengths worth discovering and developing.
This also means being willing to question our own assumptions.
Are school leaders more likely to recognize leadership in the student who speaks the loudest? Do they sometimes overlook the quiet student whose thoughtful decisions influence others? Are they creating enough opportunities for students whose abilities may not be reflected in traditional academic measures?
These questions matter, especially when we think about students who have historically been underrepresented in gifted education.
Not every student has had the same opportunities to demonstrate or develop their talents. Some may need encouragement. Others may need access to experiences they've never had. Still others may need an adult who recognizes something in them and helps them take the next step.
We don't have to have all the answers, but we can create a school environment where noticing, asking questions, and connecting students with opportunities become part of how a school operates.
This work doesn't belong to one person. Teachers, administrators, counselors, families, and gifted education specialists all have something valuable to contribute.
The Difference One Observation Can Make
I think one of the most rewarding parts of working in education is watching students discover what they're capable of doing.
Sometimes that discovery begins with a teacher who offers a challenge, a family member who encourages an interest, or an administrator who notices a strength that others haven't yet recognized.
We may never know the full impact of those moments.
But imagine what could happen if we were more intentional about what we notice and more willing to act on those observations.
What if a conversation in the hallway led to a student joining a leadership opportunity? What if a school performance revealed an artistic ability that deserved further development? What if a student who had never been considered for enrichment was finally given an opportunity to demonstrate what they could do?
These possibilities are worth our attention.
As administrators, we have many responsibilities competing for their time. Yet recognizing student potential doesn't always require another initiative or a new program. Sometimes it starts with being present, paying attention, and asking one more question.
What am I seeing in this student, and how can I help that strength grow?
When we look beyond the classroom and beyond traditional measures of achievement, we create more opportunities for students to be seen, challenged, encouraged, and supported.
And sometimes, that is exactly what a student needs to begin seeing new possibilities for themselves.
References
National Association for Gifted Children.
Identification.
National Association for Gifted Children.
Assessments & Tests.
Transforming Gifted Education in Schools.
Education Sciences (2023).
- Michelle Burch, WATG Treasurer
