Mentoring for the gifted

In K-12 education, we often think of mentoring as a tool for struggling learners and those living in poverty. In February's Teaching for High Potential, Hollis B. Bell's article, "Starting a High School Mentoring Program for the Gifted: Opportunities and Challenges," proposes that this strategy be used with gifted populations. In many ways it makes sense. We know that as many as 30% of our gifted students drop out of school and that many experience social struggles. Providing gifted students with mentors helps them with improving their self-concept and develop positive adult relationships (Little, Kearney & Britner, 2010), as well as developing their creativity (Sahin, 2014), leadership and achievement potential (Aorman, Rachmel, & Bashan, 2016). Clearly mentoring has a role with our brightest students.

Bell points out the challenge of gaining administrative support for mentoring programs focusing on the gifted. When many administrators fail to see the point in any programing for the gifted, this is an obstacle that is difficult to overcome. Showcasing the problems of gifted children in their ability to connect to with peers and develop positive relationships might help. Bringing in mentors who can identify the virtue of such programs and highlighting the research on positives might help as well.

Finding mentors is always a challenge. Parents, seniors and members of service organizations like Rotary and Kiwanis might all be sources for mentors. Outreach is essential in securing people committed to working with these children. They also need to be trained and made aware of their role, strategies for dealing with challenges and desired outcomes.

Coming up with ways to help our gifted children maximize their opportunities serves us as a community. We need to do what we can to help them develop into the best they can be.