Preparing GT Learners for Growth and Resilience: An intro to gifted onboarding (for parents)

10/1/2025 12:00 am

As parents and educators of gifted learners, we know their unique way of thinking requires specialized support. But what exactly should that support look like? It may start with something as simple as setting clear expectations for students, and their families, about what their GT services will be and why they are designed to serve their learning needs with depth and complexity—not through just more work or higher test scores.

This December, SAGE has invited Andi McNair, the host of The A Meaningful Messpodcast, to expand our knowledge as parents so we can better understand the full meaning of being identified for gifted and talented services. Andi will be talking to us about Gifted Onboarding from the parent perspective.

The core of this idea is recognizing that since “They think so differently therefore they need to be served differently,” the services our kids receive need to be intentional. This framework isn’t necessarily about demanding more from the school; it’s about giving our children the tools they need to thrive long after graduation.

The podcast episode 101, “Why Gifted Onboarding Matters,” dives into the concept of Gifted Onboarding—an intentional process designed to equip our children with the clarity and resilience they need to thrive as they transition into high school and adulthood. (And gives us tools as parents to support them).

Here are a few key points to summarize this important topic and why SAGE encourages you to give the episode a listen:

Q&A: Understanding How Gifted Onboarding Gives Our Children Better Outcomes

1. What is “Gifted Onboarding” and why is it necessary?

Gifted Onboarding is an intentional and structured process designed to provide clarity to gifted learners and their families at the beginning of their specialized services. It’s necessary because many gifted students start programs with damaging misconceptions—believing giftedness means guaranteed success or perfection. Onboarding clarifies expectations and sets a foundation for growth and emotional health.

2. What are the “Three Rs” introduced in the episode, and what do they represent?

The Three Rs are the essential, long-term outcomes of effective gifted service:

• Reality: Helping learners understand the true nature of their giftedness, dispelling the myth that they should never struggle.
• Retention: Ensuring learners stay engaged and committed to the gifted program over time, which happens when the program’s purpose is clear.
• Resilience: Developing the student’s ability to cope with setbacks, recognizing that struggle and challenge are part of growth.

3. What are the four pillars of the “Gifted Onboarding Framework” for educators?

The framework is a guide for intentionally structuring gifted services, built upon four pillars:

1. Clarity: Helping learners and families understand what giftedness is, what it isn’t, and how it will be served.
2. Community: Creating a sense of belonging so learners feel seen and supported by peers and mentors.
3. Content: Being transparent about whatcontent will be offered, and explaining the “why” behind the meaningful learning experiences.
4. Challenge: Ensuring that learners experience productive struggle and are appropriately challenged—a key pillar for building resilience.

Listen Here: A Meaningful Mess: Episode 101: Why Gifted Onboarding Matters

4. What is the key misconception gifted learners often carry, and what is the classroom strategy to address it?

The key misconception is the belief that giftedness equals “A” honor roll and therefore they should never have to try hard.

The episode suggests that educators can host small-group discussions early in the year where gifted learners share their existing definitions of “gifted.” This allows educators to gently correct the misconception, introducing the idea that being gifted is not about being perfect, but about growth, challenge, and using unique strengths meaningfully.

5. How does the concept of challenge in gifted services differ from traditional coursework?

Gifted services should offer meaningful challenges—not just more work (busywork). The focus should be on creating opportunities for productive struggle that leads to genuine depth of understanding. This intentional challenge prepares learners with essential life-ready and social-emotional skills, fostering resilience, instead of just accelerating them through content faster.  

6. Should Gifted Onboarding be a one-time event, and why is community crucial?

No, Onboarding should be intentional and ongoing, not a one-time event. The needs and identity of gifted learners evolve throughout their school career. Community connections are crucial because they help students see their value beyond the classroom and remind them that they aren’t alone in their unique experiences and struggles. Creating a supportive environment is essential for allowing gifted learners to thrive.  

Want to dive deeper into this topic?

Tune in now to Episode 101 of A Meaningful Mess to hear more about this valuable concept.

The Gifted Onboarding Framework – can be found on Andi’s Blog