What are some educational, personal and professional highlights and/or accomplishments of yours since graduating from high school?

I’ve been lucky to spend most of my time since graduating from high school as a student. At Harvard College, I was mentored by amazing professors in the history department, read lots of old books in archival libraries, helped to create an honor code system, and met friends with interests from astrophysics to Slavic literature that I still keep in touch with. I then spent a year at the University of Cambridge, where I donned long black robes for candlelit dinners in centuries-old halls, traveled across Europe, and lived with other graduate students from all over the world. I am now in my final year at Stanford Law School, where I have worked in legal clinics, interned for a federal judge, and learned how to use Zoom! None of this would have been possible without the support of the ������Ƶ team (particularly Bonnie!) and the CDB Scholarship while I was in high school.

What is a favorite ������Ƶ/CDB memory?

During high school, the CDB Seminar was a major highlight of my year. I loved getting to know the other scholars, learning about their interests, and hearing about their experiences in high schools across the country. We always had a good time together, whether we were wandering the Freedom Trail in Boston, scavenger-hunting through the San Diego Zoo, making ourselves sick tasting variations of Coke at the World of Coca-Cola in Atlanta, or exploring the laboratories of Silicon Valley startups. We had a great time during off hours, too. My best memory is from one night during my first Seminar, when the freshman cohort of Scholars stayed up together into the early hours of the morning getting to know each other in the hotel’s emergency stairwell. Eventually, we were sent to our rooms by hotel staff responding to noise complaints. The Scholar community includes a wide range of clever, curious people, and it was so much fun to get to know them for the first time.

What words of wisdom would you pass on to current ������Ƶ students?

First: value relationships with the advisers and mentors that you will meet as members of the ������Ƶ community. As a CDB Scholar, Bonnie Raskin was my most important counselor and confidant from high school placement onward, and our monthly email correspondence became my greatest impetus for self-reflection and greatest source of support. Students across ������Ƶ programs have access to incredible mentors and should seek out the transformative relationships they can form with those mentors.

Second: invest in relationships with other students within the ������Ƶ community. As a CDB Scholar, I met curious and compelling high school students from all over the country, and I know the same can be said for participants in other ������Ƶ programs. You never know when the people you meet through ������Ƶ will reappear in your life. For example, I reconnected with a fellow CDB Scholar on a backpacking trip in college, and we became (and are still) close friends. That wouldn’t have happened were it not for our initial introduction through ������Ƶ.

“One of the most valuable experiences a gifted student can have is exposure to a mentor who is willing to share personal values, a particular interest, time, talent and skills. When the experience is properly structured and the mentor is a good match for the student, the relationship can provide both mentor and student with encouragement, inspiration, new insights and other personal rewards”. This eloquently put statement by Sandra Berger in her article encapsulates what our student’s takeaways have been from EXPLORE Mentor program.

We know that being a gifted child can be difficult. They can experience self-doubt and low self-esteem as they attempt to understand their abilities and navigate relationships and experiences among their peers, often feeling misunderstood and unseen.

This is where a role model in the form of a mentor can be beneficial to a gifted child. Mentors allow children trying to understand their unique gifts and talents an avenue to share interests, passions, thoughts and doubts in a constructive, supportive space.

This is what we aim to do in the , by intentionally matching Externs and Mentors that they may thrive, experiencing validation and support by someone who understands and can guide them.

At the culmination of EXPLORE each year, Externs share the impact of the program and how their mentor has helped shape their career aspirations, given them the confidence to follow their dreams, and provided them with useful tools that will enrich their professional and interpersonal experiences in the future.

Here is what they had to say about their mentors.

“The most important things I learned, from Dr. Yeh, were the hands-on wet-lab techniques and how to turn questions into experiments. Having this experience at a young age allows me a better chance at thriving in my career field.” – Abheerava Koka, EXPLORE 2019

“Working at SIMA, with Michael and Virginia, I realized how much social impact really means to me, especially in a world where these issues are becoming more prominent and sparking more debates amongst different groups of people. I hope to find a career where I can apply what I’ve learned.” – Nikki Wu, EXPLORE 2019

“I learned how to interact with others in a professional manner. Some skills can only be learned in a job environment, which I knew, but this summer reminded me how important “real life” experiences truly are.” – Cindy Xie, EXPLORE 2019

“Working with my mentors at Sci-Arc really helped me overcome the shyness in me. Before I struggled to ask for help but know I feel more comfortable doing so.” – Emily Aguilar Sanchez, EXPLORE 2019

THANK YOU to all our who have dedicated their time and talent to supporting and encouraging the gifted students in this program.

We are excited to share who will be joining us as Mentors for EXPLORE 2020. Thank you to Dr. Christopher Barnes, Dr. Pamela Yeh, Stan Kong, Betty Kassis, Toby Harper, Monica Fernandez, Dr. Amy Catlin-Jairazbhoy, Dr. Aaron Blaisdell, Dr. Sasha Wright and the many more professionals who have committed to mentoring a gifted youth as they explore their passions this summer. We look forward to hearing how you have impacted their lives this year.

about the 2020 EXPLORE Program. ������Ƶ is also still looking for qualified mentors to join the 2020 cohort. Email us at explore@educationaladvancement.org if you are interested in becoming an EXPLORE mentor.

In July of last year, I had the opportunity to work with Dr. Amy Catlin-Jairazbhoy, an ethnomusicology professor at UCLA, at Apsara Media. I helped Dr. Amy with her work with the Sidi people, an African, Sufi minority in India. In particular, I was involved with the Sidi Literacy Project, a program that sets out to better the Sidi community through education, editing Dr. Amy’s footage from her last visit to India. Aside from working on the project, I had the opportunity to read books and watch documentaries on the group every day in an effort to understand the music and customs of the Sidi people.

During this externship, Dr. Amy has shown me that in order to serve my community and improve the world that I live in, it is imperative to understand life from the point of view of others. In understanding more about Sidi culture, I realized that the pressing matters discussed in the footage I was editing began to make more sense, as it not only presented conflict but also posed an answer to the question, “Why is this happening?” Many social injustices and violations of human rights look to “culture” as its scapegoat. Just because actions are justified in the name of culture, in the name of a god, does not make them just.

Still, there is much value and beauty in culture. Cultural practices help shape our world into a conglomerate of individuals, not a group that enforces uniformity. In order to be true to our roots, learn from mistakes of the past, and embrace where we come from, culture must be preserved. To resolve conflict in our country and in other nations, it is important to find a balance between innovation and tradition. That balance can only be established with widespread education and a genuine interest to understand another group of people.

How are we supposed to reach resolution when the question of “why?” hasn’t been answered yet? I realized that, at times, many social injustices originate from varying cultures; however, I believe that the reason they still exist and continue to spread is because of our inability to look at culture as a viable inhibitor for basic human rights. It is only when we understand this idea and step into the shoes of others that we can find a balance between culture and progress. In doing so, we can find a solution to inequality that does not impose our own value system on others, a solution that holds both culture and social justice equal to each other.

Last summer, I realized that there is a way that I can be a force for good in my community. Through the many days she’s spent watching documentaries with me, through the days she spent translating Gujarati into English with me, through the visit she brought me on to the ethnomusicology department at UCLA, and through the Sidi Literacy Project and her other research, Dr. Amy taught me that. I’ve realized that the most effective mentors are those who have challenged me to wonder why things are the way they are, to allow my passions to guide me, and to inspire others to want to do better for the world that we live in. I am so thankful to Dr. Amy for her encouragement and for opening up a different world to me.

Want to experience a hands-on externship under the guidance of an experienced mentor this summer? ! Applications for the 2019 program are due April 9, 2019.

Read Part 1 of this series .

Going into high school, I was dead set on becoming an engineer. Although art was one of my passions, I never really realized what value my art skills held and what I could potentially use it for on a professional level. However, my perspective on creative careers and my future plans changed when I attended the Institute for Educational Advancement’s at , under the mentorship of Professor Stan Kong.

I applied for the product design site of this program. The funny thing is, though, was that I didn’t know what product design was at all – or the essence of design. I just knew that the program would teach basic sketching and rendering skills as the description mentioned, which was enough to pique my interest. Despite this, I ended up learning so much more.

In the first week at ArtCenter, I learned about the product design industry, the design process and business-oriented techniques and experiences. I was surprised to discover how diverse, versatile and vast product design is as a field, in addition to how the design process resembled the scientific method; it begins with a prompt, followed by research, reformulation of prompt or objective, and a cycling between ideation, development and testing until, finally, production.

One of the biggest things I took away from the first week was how to work and thrive in a company. Communication, collaboration, understanding – these are all important to obtaining success in the industry. And I know because we actually did a project that resembled the experience of working in a company in which we had to work with others to create a flashlight design that satisfied the needs of a particular consumer. In teams, we interviewed our client, researched materials and resources, elaborated on different ideas and pitched our design. Being familiar with your client, demographic, competitors and the market place was the key to success. For me it was challenging to manage so many ideas in a group, to eliminate what was impractical and to agree on a particular vision. It’s through this first-hand experience, though, that I learned how work with others better, whether it was in EXPLORE or outside of it.

In the following weeks, we worked on more collaborative projects, like designing lunchboxes and water bottles, and we all improved in communicating and understanding. We learned more about the industry, like branding and advertising. However, we also learned about ArtCenter itself by exploring all their offered majors and what it felt like to be a college student.

The whole experience was so fun, stimulating, and enriching in that I not only learned, but experienced the product design process, business and marketing and ArtCenter. And it was so much better that I experienced this with peers who were funny, talented, and ambitious; I’ll remember all the laughs and the trip on the ArtCenter shuttle where we played games the entire way back. I also had the pleasure of being taught skills and life lessons from Stan’s personal experiences that I’ll take with me in the future.

Because I joined the ������Ƶ EXPLORE Externship at ArtCenter, I’ve become a better collaborator, presenter, artist and life-long learner. I plan to study and pursue product, industrial or interactive design in the future. In fact, I hope to be admitted to one of the several colleges to which I applied to study both engineering and design, two passions I’ve learned were anything but exclusive. For now, I’ll be attending , a program that EXPLORE introduced me to.

I hope that my experience encourages others to explore their interests or overlooked passions to discover what the world has to offer – and what they can offer to the world.

Want to experience a hands-on externship under the guidance of an experienced mentor this summer? ! Applications for the 2019 program are due April 9, 2019.

Thank you to all the parents and volunteers who devote their time and resources to support ������Ƶ’s programs and services. Whether it’s donating books to the library in our Learning Space, facilitating a Gifted Support Group meeting, working as an mentor or member, helping out around the ������Ƶ office or assisting with one of our special events, our volunteers greatly help us to provide quality programming to gifted students all over the country. We cannot thank you enough for your generosity in giving your time to our organization.

Thank you to everyone who has made a financial contribution to ������Ƶ this year. Your support is essential to ensuring every gifted child has the resources to reach their full potential. We couldn’t do the work we do without your generous support. Financial gifts of all sizes allow us to provide programming, materials and services to gifted students, as well as their parents and teachers. A special thanks to everyone who sponsored our last month:

Thomas & Tiffany Hempel
Mar & Matthew Hershenson
Ken & Michelle Hirschman
Richard Chin & Christina Hyun
Megan Johnson & Dy Tran
McDonell Family

Ann & Don Smith/Gifted Support Center Family

Thank you to everyone who has shared information about our programs and services, contributed a blog post and helped us advocate for gifted children. You are building a brighter future for gifted students across the country.

Finally, thank you to all the gifted children who inspire us daily with their passion, creativity, ingenuity and readiness to learn and be challenged. You are the reason we continue to work diligently to provide a space for intellectual, creative and personal growth.

Thank you to everyone who has supported ������Ƶ this year!

Would you like to support ������Ƶ? ! Gifts of all sizes are welcome and appreciated.

Are you a high school student looking for a dynamic, challenging summer experience? Look no further than the ! Here are five reasons why you should join us this summer.

1. Hands-On Experience

“I learned what a career in research looks like, I gained a lot of confidence from being independent and verbally participating in meetings, I gained lots of experience in the field of data science. These are all important because they have helped me grow personally and academically and set me apart from other students.” -2016 Alum

EXPLORE externs don’t get the stereotypical intern experience of fetching coffee, doing routine office work and entering data. Instead, they get a unique, hands-on opportunity to assist with research at prominent institutions across Los Angeles. Additionally, they gain first-hand knowledge about working in a professional setting.

2. Intellectually-Challenging Placements

 “Before I started the program, I had no prior work experience, so I didn’t really know what to expect […]while this externship was no doubt challenging, it did help bolster my confidence in my own abilities […] that I do have the proper skill set to succeed within this industry.”-2017 Alum

Designed for advanced learners, . Students have an opportunity to work in university laboratories and professional environments where they help to conduct research aimed at solving real-world problems.  They are challenged to discover their talents and are encouraged to pursue their full potential.

3. Grow Your Network

“I feel EXPLORE really addresses the importance of networking and explained how to do so very well and showed the importance of teamwork.” -2017 Alum

Through the EXPLORE program, students build a strong support system that can last a lifetime. They can make connections with mentors and organization employees who can provide educational guidance and personal insights in the career field, and become part of a community of like-minded peers who share similar goals and passions . They also learn the importance of networking and how to expand their professional connections.

4. Personal and Professional Growth

“I learned many things I didn’t previously know about myself. One of these is that, when given space and time and I put in my full effort, I can be very creative and productive.”-2017 Alum

Students spend the summer strengthening their professional skills by immersing themselves in stimulating and intensive learning experiences and working alongside leaders and experts in their particular field of study. Once a week, they join with fellow externs to participate in college and career workshops focused on topics such as public speaking, applying to college, interviewingand resume writing. Both aspects of the extern experience aim to encourage students to actualizetheir full professional and personal potential.

5. Guidance from Distinguished Professionals

“I really enjoyed seeing a young, hopeful, intelligent and hard-working student. It made me believe that our future is in good hands and minds!”-EXPLORE Mentor

One of the most unique aspects of the EXPLORE program is that it matches high school students with in their field of choice, something normally reserved for students at the university level. These mentors provide guidance that we hope will last long beyond the duration of the program.

Are you ready to EXPLORE this summer? Apply by April 16^th to join this summer’s cohort!

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In ninth grade, while studying for midterms and slogging through term papers, I started daydreaming about how I wanted to spend my summer.  Ideally, I wanted to do scientific research, but given my age, I wasn’t sure what types of opportunities were available.  That’s when I learned about , which offers high school students a chance to work with distinguished mentors doing hands-on research in many different fields for three and six-week externships during the summer. I sent in my application to ������Ƶ, interviewed, and to my surprise, I was accepted into this prestigious program.

In the EXPLORE program, I worked as an extern for four days a week onsite with my mentor and research team and then attended career-oriented workshops off-site once a week. During these weekly seminars, industry leaders lead discussions in regards to interviewing skills, resume writing, presentation skills, and applying to college. The program was launched and coordinated with the assistance of ������Ƶ’s Ms. Niña Abonal, who matched up students to mentors as well as helped organize our meetings. Before our externship, we learned about the layout of our worksite and completed any training needed to work safely onsite at the university research labs. The externships were at various locations and college campuses in the Los Angeles area and included opportunities in diverse areas, including the sciences, arts, and humanities.

As an ������Ƶ extern, I enjoyed attending the weekly workshops, and it also gave me the chance to meet other high school externs and to learn about their projects in diverse fields such as computer science, medical research, and the arts. For my externship, I worked with Dr. Van Savage and his research team at UCLA for three weeks to develop mathematical computer-based models of vascular networks. This externship gave me the opportunity to assist with ongoing research that will lead to improved diagnosis of abnormalities such as cancers and circulatory diseases, which are leading causes of human suffering, illness, and death. Currently, the standard way for doctors to detect and identify these types of abnormalities is visually, which is not always accurate or reliable. I relished the opportunity to develop a computer model based on mathematical principles. What made the project particularly unique for me was combining the computer model with MRI data from living organisms to detect vascular abnormalities far sooner than is currently available.

It amazes me that mentors such as Dr. Savage volunteer to work with high school students, and I did my best to show my appreciation by being flexible and willing to help the team however needed. In working with Dr. Savage, I was able to gain knowledge of the area we researched, as well as a big-picture understanding of both where I fit into the project and where the project fits into the larger body of the research. Although Dr. Savage was busy leading multiple research projects, he still found the time to help and even have lunch with us. Dr. Savage also gave me the opportunity to work closely with his team, and the externs were integrated into the daily research process and supervised by Dr. Savage and other post-doctoral researchers on his group. The biggest surprise was to see my picture and bio included on Dr. Savage’s website of people on his research team, which includes post-graduate, graduate, college, and other high school students.

I appreciate that Dr. Savage showed me how I could use my interests and skills to give back to my community by applying abstract knowledge learned in school to help improve the lives of others. I would recommend ������Ƶ’s EXPLORE program because it encourages and challenges students to achieve new goals and to explore alternative fields of study. It also helps students gain a realistic perspective of a premier university research environment as well as affording students the opportunity to expand their network of academic mentors.

Would you like to be connected with a professional mentor this summer? Applications are due by April, 16th.

Read Part 1 of the series .

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“Tell me and I forget, teach me and I may remember, involve me and I learn.”

Benjamin Franklin’s quote embodies the sort of impact a mentor can have in a young person’s life. Mentors are truly extraordinary individuals who are willing to share and dedicate their time, expertise, knowledge and skills to positively influence the lives of young people. They get them involved in relevant work and activities that extend beyond the confines of their classroom and nurtures their interests and passions.

This summer, ������Ƶ introduced its reimagined mentorship program for high school students, EXPLORE, which is short for Externships Providing Leadership Opportunities for Research and Education. In its inaugural year, 22 highly motivated and exceptional high school students were selected to extern at 12 mentor sites throughout the Greater Los Angeles area, including Art Center College of Design, Caltech, Children’s Hospital Los Angeles, CoachArt, Kadenze, and various departments within UCLA and USC. While most students were Los Angeles natives, others traveled from out-of-state, including Rhode Island, Illinois, and Washington, to spend a summer immersed in research work. They represented a diverse population of learners from different cultural, social, and economic backgrounds. They also brought with them unique talents and an impressive list of academic and personal accolades.

To kick off the program, all externs participated in a day-long Professional Development Orientation hosted at the Art Center College of Design, one of ������Ƶ’s long-standing mentor sites. During orientation, students met their fellow externs, participated in team building activities, listened to a talk from Caltech Mentor Dr. Lynne Hillenbrand, and learned about professional skills to prepare them for their externship.

For most high school students, there are few opportunities in a traditional classroom to delve into an area of study for an extended period of time. Their daily schedule and academic grind often forces them to spread their focus on a laundry list of classes, assignments, exams and extra-curricular activities. EXPLORE externs, however, had the unique opportunity to apply their learning beyond the classroom and pursue their passions and interests in a specific field of study. Each extern engaged in two to six weeks of summer research work and projects with mentors who were preeminent professionals in their field. Externs worked in a variety of professional settings, from research laboratories and university classrooms to business offices and creative tech spaces. Externs based in academic lab settings were exposed to the often arduous, but intellectually stimulating, task of reading research papers on their topic, running lab tests, learning new computer programming language, compiling and analyzing data, and contributing their findings in a final research paper. Conversely, externs based at creative sites participated in hands-on workshops to strengthen their artistic skills, collaborated on projects with college-level students and professionals, gained exposure to new technologies for producing artistic works, and learned about the important roles and operations within a successful organization. Externs not only conducted real-world, college-level research, and were exposed to a variety of professional environments, but they also learned valuable life skills like taking public transportation to work and navigating their way around large college campuses.

Upon completion of the program, externs presented their final research or project during EXPLORE’s Culmination Celebrations, held at the Barder House on July 8^th and July 22^nd. During these events, we celebrated the accomplishments of our externs and learned about the impressive work they completed at their respective sites. Students presented on such research topics as: statistical trends in the use of the word “evolve” and its variants, liposome synthesis, drawbridge message authentication, analytical technologies to measure human performance, and necrotizing enterocolitis. The hard work and level of sophistication of each research project was evident as each extern spoke eloquently and proudly about their work. There is no doubt that these talented young people will be paving the way for innovative research in the future.

In addition to having a brilliant cohort of EXPLORE externs, the program would not be possible without the support of our Mentors who cultivated their skills, talents, and interests. ������Ƶ would like to extend our gratitude to EXPLORE 2016 Mentors:

If you are a high school student who would like to gain real-world experience and study a specific field of interest, consider applying to EXPLORE next summer! Check out the for updates about deadlines and future mentor sites.

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Niña Abonal graduated from Loyola Marymount University with a B.A. in Business Administration and a minor in Elementary Education. She later returned to LMU to earn her Master of Arts in Educational Studies. With a decade of experience working in educational non-profits, she has taken on various roles including tutoring K-8 students in all subject areas, providing SAT prep, serving as a college advisor for a virtual college access program, and coordinating internships for high school students. During her free time, she enjoys volunteering, hiking, exploring new places to eat, and spending time with her family. She is eager to continue her passion working with youth at ������Ƶ and hopes to continually seek innovative ways to improve the quality of and access to educational resources for all students.

As we progress through life, we continue to expand our networks and relationships with people in various academic, professional and personal circles. If we are lucky enough, we stumble upon a handful of individuals who nurture our skills and talents, challenge us to achieve our full potential and provide us with guidance through life’s obstacles. These people become valued mentors who can leave a profound impact on our overall development and growth.

When it comes to the development of gifted youth, mentoring can matter. Studies conducted by Christian Fischer(1) and J.J. Gallagher(2) show that:

• What highly gifted students need most are good mentors to serve as guides as they navigate complex subject matter.
• Mentorships are particularly effective in guiding the development of gifted young people through difficult formative years.
• Mentoring experiences help remove the barriers to advanced learning that schools can sometimes create.

Mentors are invaluable, and often, untapped resources young people should take advantage of. They come in all shapes and sizes and bring a wealth of knowledge, expertise, and experiences that can help young people navigate important life decisions and challenges, like choosing the right college or exploring a career path. Through mentoring relationships, gifted students are able to mature, explore future careers and successes, apply classroom knowledge, and gain role models (Berger, 1990). Confiding in mentor also provides a safety net for young people to know someone is genuinely invested in them and they are not dealing with a problem alone. Research has shown that mentoring relationships can leave a powerful and positive impression in a young person’s life, and ultimately becomes a strong connection to possible social and economic opportunities.

Reflecting on the impact of mentors, I was fortunate enough to find a mentor who willingly took me under her wings. Feeling a bit lost in my own purpose and path in life, she not only offered me my first job in college as a tutor, but also allowed me to realize my true calling and passion for education and helping young people succeed. She saw something in me that even I, at the time, could not see in myself. With her unrelenting encouragement, I wholeheartedly pursued a path in the field of education and continued my thirst for learning in graduate school. The once treacherous waters of academic and professional life seemed less daunting with her support and guidance. I found myself with a more distinct path towards a life of purpose. As our mentoring relationship progressed through the years, she became more than just my boss, but also my trusted mentor, valued colleague and life-long friend. She’s left an indelible imprint in my life and our mentoring relationship continues to evolve as I enter different stages in my life.

As a professional, I was inspired by my mentoring relationship and wanted to pay it forward. I took on various roles in education where I met and mentored some amazingly brilliant young people who were driven to succeed despite the barriers they faced along the way. Now as a Program Coordinator at ������Ƶ, I have an opportunity to continue working with exceptional youth through.

EXPLORE matches gifted and high potential high schoolers with distinguished mentors who share their interests and passions. Under the guidance of their mentors, students advance their skills through hands-on learning experiences and research work. Students also grow intellectually through collaborative discussions and work with like-minded peers and mentors in a field of their interest. EXPLORE Mentors are eager to share their wisdom and experiences with students. They continue to dedicate their time, expertise, knowledge and skills with EXPLORE students because of the remarkable potential and work they perform with them each summer.

Mentoring can matter and it’s never too late to seek out a mentor! EXPLORE the amazing mentors and sites for this summer at  and submit an application today!

Resources:

Fischer, Christian. Scientific American, Gifted Children: How to Bring Out Their Potential, September, 2008, http://www.sciam.com/article.cfm?id=coaching-the-gifted-child.

Gallagher, J.J. Teaching the gifted child. Needham Heights, MA: Allyn & Bacon, 1985.

Berger, Sandra. Mentor Relationships and Gifted Learners, 1990, http://www.davidsongifted.org/db/Articles_id_10141.aspx.

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Niña Abonal graduated from Loyola Marymount University with a B.A. in Business Administration and a minor in Elementary Education. She later returned to LMU to earn her Master of Arts in Educational Studies. With a decade of experience working in educational non-profits, she has taken on various roles including tutoring K-8 students in all subject areas, providing SAT prep, serving as a college advisor for a virtual college access program, and coordinating professional internships for high school students. During her free time, she enjoys volunteering, hiking, exploring new places to eat, and spending time with her family. She is eager to continue her passion working with youth at ������Ƶ and hopes to continually seek innovative ways to improve the quality of and access to educational resources for all students.

1.

Many parents of gifted children are extremely grateful for public libraries. For our voracious readers, it can be extremely costly to purchase books at the rate at which they read them, not to mention the amount of space it takes to store them. Public libraries allow these kids access to a wide variety of books at no cost. They also have resources that would be more difficult to get elsewhere, including archives and reference materials. Additionally, the library is a great place to casually browse collections and stumble upon new finds in the safety of age- or genre-specific sections. Many libraries these days also provide online portals to rent ebooks, audiobooks, and other digital materials for our tech-loving set.

2.

Gifted students crave depth and challenge in their area of interest, which they often do not receive in the traditional classroom. They don’t want to merely memorize facts; they want to watch as subject matter comes to life. Mentoring often allows gifted students the opportunity to see practical applications in their field of interest and can provide the depth and challenge they need. In addition to creating academic challenge not present in the traditional classroom, mentors can provide gifted students with career guidance or other similar counsel.

3. Other Gifted Kids

It is important for your gifted child to understand that he or she is not alone, that there are other gifted children out there. Other gifted children with similar experiences or interests can provide a world of comfort for your child, and they can be a great source of support, friendship, and information. Seek out a group or a program for gifted kids – – for your child to attend, even if only for a summer. If this is not possible in person, the internet and technology make it much easier for our gifted kids to connect with each other despite geographic separation.

4. Extracurricular Activities

Encourage your gifted child’s passions through clubs, camps, or classes. Even if certain programs are not specifically created for gifted kids, they might still serve to challenge your child while feeding his or her interests, academic or otherwise. It could be dance, music, robotics, creative writing, chess, math, art – the list goes on. Often gifted kids will have so many different interests that it will be difficult to pick just one, but you can try to find one that fuses many interests together or rotate activities throughout the year. These activities can be expensive; look into activities offered through local nonprofit organizations, your city, nearby community centers, your child’s school, local meet-ups, and the like to find lower cost options.

5. Volunteer Work

Many gifted children are passionate about making a difference in the world, and volunteer work can fuse many interests and passions while challenging your child to grow in new ways. Though it can be difficult to find opportunities for young children to volunteer in certain capacities, there are plenty of opportunities out there in many different fields of interest, so don’t be discouraged if your first few attempts at helping your child volunteer are unsuccessful. Kids can also start their own volunteer projects based around their passions. Gifted kids have done amazing things on their own – from coordinating donations for those in need to writing letters to politicians advocating for change. Regardless of the opportunity, volunteer work allows gifted children to make an impact while also providing invaluable learning opportunities.

What are your favorite offline resources or activities for gifted kids? Please share in the comment section below.

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