After Wisconsin students are identified as gifted, schools must provide differentiated, culturally responsive programming and build student self-advocacy skills.
Research on gifted talent development shows early prodigies rarely become elite adults; exploration and delayed specialization may better support long-term success.
This post explains why IB programs fit gifted learners, fostering curiosity, depth, and social-emotional growth while encouraging exploration in WI.
WATG Summer Scholarships support Wisconsin gifted students in STEM, arts, leadership, and academics. Apply by April 1, 2026!
This article urges educators, families, and policymakers to protect challenge, equity, and growth for Wisconsin's gifted learners.
Annie’s story shows how giftedness can be hidden by boredom and social pressure, and why relationships matter in recognizing unique strengths in gifted learners.
This article explores how gifted learners build well-being through creativity, resilience, & mindfulness, offering research-based insights for parents and educators.
Cathy Schmit reflects on "Auld Lang Syne" as a metaphor for kindness & connection, encouraging educators & families to model compassion & unity for gifted learners.
Laura Mukerji reflects on a year of growth in WATG and gifted education, highlighting collaboration, shared purpose, and momentum as Wisconsin prepares to host NAGC.
