Like many other gifted individuals, my greatest challenge was figuring out what my professional direction was going to be. The next greatest challenge was to determine what kind of post graduate education I would pursue. Gifted individuals are likely to be multipotential, meaning they can be successful in numerous areas due to having multiple interests and strengths (Rinn & Bishop, 2015). I had a strong foundation in STEM, and I was attracted to English and even anthropology. In the end I elected to study law, which at the time seemed like a somewhat arbitrary choice, though it did have the potential to combine many disciplines. At least that was the theory, but I wondered how it would actually work out in practice.

A 2006 study conducted by Siekanska and Sekowski in Poland examined the job satisfaction of gifted versus non-gifted adults aged 26 to 35 (2006). They found that gifted adults were more likely to be satisfied with their job than their non-gifted peers though they are more likely to struggle when their work environment is intolerant of their needs (Nauta and Corten, 2002). The researchers noted that there were key factors that led to such satisfaction and, though they are similar to general career advice, there were some notable differences.

Factors, such as finding a job that connects with core interests, work that is a source of pleasure, and having a supportive team atmosphere, are crucial to anyone’s career choice. For gifted individuals, career satisfaction means extra consideration to finding a career where they can take advantage of their special skills and predispositions (Siekanska and Sekowski, 2006). Gifted individuals are more likely to have highly focused interests while completely ignoring other matters, they may exhibit black and white thinking, and may employ what appears to be circuitous reasoning even though they arrive at the same conclusions (Daniels & Piechowski, 2009). They thrive when given the space to utilize these modes of thinking, where they are able to utilize their creative thinking and be “independent in their thinking” (Siekanska and Sekowski, 2006).

As my first semester draws to a close I have never been more confident that I made the right career choice. The moment this awareness came together remains illusive, but things have unquestionably clicked. Sure, the weight of half-day exams rests heavily on my shoulders and switching from MLA to IRAC is challenging, but wherever I turn I find that I love what I am pursuing. The core characteristics of law, research, writing, creative argumentation, and facilitating the work of a team while being able to work solo, directly reflect my core predispositions.

None of this would have been possible if I hadn’t been allowed to explore the many options I encountered and encouraged to self-reflect on my strengths. The average person changes careers five to seven times in their life so it is never too late to reflect on your choices and redirect your life (US Department of Labor).

• Daniels, S., & Piechowski, M. M. (2009). Living with intensity: Emotional development of gifted children, adolescents, and adults. Great Potential Press.
• Nauta, N., & Corten, F. (2002). Gifted adults in work. (K. Jamdagni, Trans.). Tijdschrift voor Bedrijfs- en Verzekeringsgeneeskunde [Journal for Occupational and Insurance Physicians], 10, 332-335.
• Rinn, A. N., & Bishop, J. (2015). Gifted adults. Gifted Child Quarterly, 59(4), 213–235.
• SiekaĹ„ska, M., & SÄ™kowski, A. (2006). Job satisfaction and temperament structure of gifted people. High Ability Studies, 17, 75-85.

Giftedness does not just go away when you turn 18, but most resources for gifted individuals do. This was a painful realization as I entered my adult life after graduating from college. Everyone has the “after college you’ll enter the real world” talk at some point in their lives, but I did not realize how true that statement is, especially being a neurodivergent individual. All the intensities and overexcitabilities are still with me. I have been fortunate to grow up with my giftedness supported, from being homeschooled, where I could learn at my own pace, to starting college at 15 through a program built for neurodivergents. Even without such an obvious sign that I am “different” from my peers, I am sure I’d have experienced similar feelings of “otherness” had I not taken an accelerated path. After graduation last year I intended to take a gap year to allow time to acclimate to the “real world” before entering law school, and thank goodness I did. This past year has eased the transition from being in an environment tailored to cultivate a gifted mind to one full of neurotypicals. Though I have not had trouble fitting into the culture of my workplace or forming a routine without the structure of school, there was a noticeable learning curve when entering the “real world”.

It is at this point in life when clear rules transition into the broader social contract we all participate in. Being neurodivergent, it is inherently difficult to make this transition. Many have made this transition without ever knowing it, a feeling of “otherness” hanging over them. I however am doing so with a painful sense of understanding. Other students will be at least two years older than I and will have had more time to learn the ground rules of the real world. Is bringing a gift for the host of a small social gathering acceptable in your early 20s or is that more early 30s social etiquette? I certainly can’t purchase a bottle of wine. The structural systems in place, such as higher education or the workplace, don’t exactly have “gifted” or “honors” sections. How am I supposed to find others like me if we are no longer branded? What will it be like living on my own? How do I navigate having an asymmetric personality in a society that has minimal idea what that means in practice?

I have no answers as to how to facilitate this transition; I’m just now at the beginning of the journey. My goal is to share my experience so that those who are starting this transition have some inkling of what’s coming and that those who have already gone through their transition know they are not alone. Throughout my life I have met many adults, professors, even my own family, who are no doubt gifted, but had to experience life without knowing why they felt this “otherness.” They forged their own path through society with minimal support, attempting to conform while still living with this unidentified “otherness.”

My motivation to start this series of articles is not just due to my current experience, but by that of two mentors in my life, both of whom found their giftedness by relating to my neurodivergent teenage woes. Two brilliant people who might have forever felt they were alone in their experience. Giftedness is something that will be with me, with us, until the day we die. Don’t let the lack of obvious resources equate to a lack of deserving support, love, and acceptance.