My new mantra is “OBDRAC.” It does not flow off the tongue smoothly nor is it creative, but it stands for an important idea that comes from neuroscience research: “Optimal Brain Development Requires Appropriate Challenge.” This idea is understood among neuroscientists: neurogenesis, the creation of new neurons, takes place in the brain only when the environment is novel or challenging. The application to gifted education is probably obvious, but it seems that OBDRAC could be used more effectively to advocate for appropriately challenging curriculum and programming for advanced learners. Sitting in classrooms working with material that has already been mastered is not supportive of brain development in any child.
In an attempt to challenge my own brain, I decided to use AI to help me write this article (I am a novice with AI). I took a set of slides from a research-based talk that I presented recently* at an international gifted conference that had an AI theme, and I asked ChatGPT to turn my slides into a newsletter article that was oriented to teachers and parents. I am happy to share the details for this process with anyone who is interested, but the short version is that it was pretty good but too long, and it contained a number of mostly minor interpretation errors that required my human editing. The rest of this article (after this second paragraph) is a result of that process.
Why Neuroscience Matters in Gifted and Talented Education
Neuroscience research by and large supports “best practice” in gifted education. It can justifiably be used as an important rationale for advocacy work.
- Neuroplasticity research strongly supports talent-development models. Brains are malleable, especially during childhood, and the right learning environments (along with a talent-spotter attitude in adults) can elevate performance in underrepresented students.
- Neuroscience is increasingly influencing education policy and practice. Understanding what is valid versus what is “neuromyth” allows us to apply research responsibly. “Brain research,” when accurate, can be appropriately persuasive.
- The science aligns with key needs in an AI-driven world. Teachers must help students develop critical thinking, executive-function skills, and the confidence to tackle appropriately challenging tasks – all areas supported by neuroscience.
What We Know—and What We Don’t
Despite public fascination, neuroscience rarely gives simple answers. Much of the research uses small samples or lab-based imaging studies, which makes direct translation to classrooms tricky. Still, several findings consistently emerge.
- General cognitive ability relates to factors like processing speed, working memory, and neural efficiency.
- Giftedness cannot be “seen” or identified directly in the brain, but neuroscience helps explain why advanced learners need depth, complexity, and cognitive stretch.
- One of the most powerful and proven neuroscience “interventions” is exercise, particularly aerobic forms – literally getting more oxygen to the brain.
Three Takeaways and Related AI Issues
- Focus on Talent Development – Shift the question from “Does this child qualify for gifted programming?” to “What opportunities will help this child grow?” Early and sustained challenge can lift more students to high levels of performance.
AI issue: Unequal access to enrichment via technology can become a digital-divide issue.
- Teach Thinking and Executive Functions – Executive functions (EFs) can be improved through explicit instruction, practice, and appropriately challenging tasks. Strengthening these skills benefits all learners, including those with gifts and talents from underrepresented groups.
AI issue: Students must be able to evaluate information, detect bias, and justify reasoning – all important skills in the age of AI.
- Provide True Cognitive Challenge – Advanced learners need meaningful stretch. “Productive struggle” supports brain growth, motivation, and long-term learning. Research on “desirable difficulties” shows that students thrive when learning stretches them just beyond their comfort zone.
AI issue: There are many new AI tools that can help educators “differentiate up,” designing tasks that provide appropriate challenge to advanced learners.
In Short
Neuroscience reinforces what many teachers and parents observe: talent grows through opportunity, an intentional focus on thinking skills, and an appropriate level of challenge (OBDRAC). As AI reshapes education, these principles become even more essential for helping all students – including high-ability learners – reach their potential.
*Adapted (by the author and by ChatGPT) from Clinkenbeard, P. R. (October 23, 2025).
Neuroscience and gifted education: Practical implications in the age of AI. Presented virtually at the 3rd World Giftedness Center International Conference, Dubai, UAE.
- Dr. Pam Clinkenbeard, Professor Emeritus, UW-Whitewater and Past President, WATG
