September is a season of fresh starts. Students are learning routines, teachers are building relationships, and classrooms are beginning to take shape. For educators working with gifted and talented (GT) students or those who may not yet be formally identified, the first few weeks of school offer one of the most valuable opportunities of the entire year – observing potential.
Giftedness is much more than high grades or quick answers. While some gifted learners stand out immediately, many do not. Some are quiet observers. Others ask endless questions, challenge assumptions, or make unexpected connections that reveal sophisticated thinking. Some may struggle with organization, attention, or writing while demonstrating remarkable creativity and problem-solving skills. Still others, particularly multilingual learners or twice-exceptional (2e) students, may have strengths that are easily overlooked if we rely on traditional indicators alone.
September is the perfect time to look beyond the label.
Rather than simply asking who is already identified, consider asking:
Who surprises me? Who thinks differently? Who demonstrates curiosity beyond the lesson?
As you begin the school year, watch for students who:
- Ask thoughtful or unusual questions.
- Learn new concepts with minimal repetition.
- Make connections across subjects or real-world experiences.
- Show intense interest in specific topics.
- Demonstrate creativity through multiple approaches to solving problems.
- Display leadership, empathy, or insight beyond their years.
- Use advanced vocabulary or sophisticated reasoning, even if their written work does not reflect it.
- Thrive when given opportunities for choice, inquiry, and independent exploration.
The beginning of the year is also an ideal time to provide opportunities for all students to demonstrate their strengths. Open-ended tasks, STEM challenges, inquiry projects, classroom discussions, and creative problem-solving activities allow students to reveal abilities that traditional worksheets or assessments may not capture.
It is equally important to remember that gifted learners need challenges from day one. When instruction begins at a student's current level of understanding rather than where the curriculum starts, students remain engaged, motivated, and excited to learn. Simple strategies such as pre-assessment, flexible grouping, curriculum compacting, and enrichment opportunities can make a significant difference during those first weeks.
Finally, September is a wonderful time to partner with families. Parents often notice advanced interests, passions, or behaviors at home that may not be immediately visible in the classroom. Building strong communication early helps create a more complete picture of each learner.
Gifted education begins with noticing. Before data meetings, referrals, or formal identification, there is observation. The relationships you build and the opportunities you provide this month may be the first step in helping a student discover their strengths and potential.
This September, look beyond the label. The next gifted learner in your classroom may simply be waiting for someone to recognize the way they think.
- Dr. Sara Bolster, WATG Board Member
