Su búsqueda

This chapter illustrates the connection between cognitive abilities, careers, and giftedness through two approaches: prospective and retrospective. Using these approaches, it also illustrates that people identified as gifted when young end up in highly select and diverse careers and that people who end up at the pinnacle of career achievement largely are gifted. The chapter further notes that this does not mean that having high cognitive ability or being gifted is the sole criterion for ending up in a highly prestigious career, only that increasing cognitive ability typically does increase the likelihood of all kinds of positive outcomes. In practice, career counseling of the gifted—namely, helping match them in regard to ability level, ability pattern, interests, personality, lifestyle preferences, and other factors—is quite important for the full talent development and flourishing of these students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

A wide variety of phenomena influence manifestations of intelligence, creativity, and wisdom. This interdisciplinary exploration sheds light on some of these phenomena and on how they energize or suppress these important dimensions of human ability. A few examples from the exploration include the need for long-range vision; the usefulness of interdisciplinary exploration as a tool for strengthening the integration of intelligence, creativity, and wisdom; the effects of climate change; the influence of metaphorical world views on our thoughts and actions; and the harm done by corrupt, social media platforms. Various recommendations for strengthening and synthesizing intelligence, creativity, and wisdom also are addressed. These include, injecting greater ethical awareness into the currently corrupt corporate world; taking advantage of the benefits of cognitive diversity; strengthening the influence and networking of transformationally gifted experts in various fields; and making ethical academic publishing more accessible to larger audiences. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: book)

The topic of this chapter is individually administered intelligence tests for children. Frequently used intelligence tests, abbreviated, and nonverbal intelligence tests are described within the historical context of intelligence test development. The use of intelligence tests for educational, healthcare, and other diagnostic and intervention decisions is discussed. Finally, the chapter concludes with similarities and differences between intelligence tests and other related tests. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)

This book is a unique and practical manual of how to improve interactions that involve adults who stand out from the neurotypical majority by having top 2% IQ. The main message is that understanding the individual differences involved in extreme intelligence and mastering relevant communication skills can break through barriers of frustration, underachievement, and loneliness, to bring about brain-changingly positive conversations and interpersonal effectiveness, connection, and joy. The book begins by explaining the neurophysiological and social foundations of why one communicates the way one does and explains in detail seven essential communication skills. Following this, the author shows how to put these skills into practice, applying insights from depth psychology and demonstrating how to have better conversations in a variety of contexts from general social gatherings to the workplace and intimate relationships. The author draws on case examples from her consulting work (psychotherapy and coaching) with clients who have extreme intelligence, and examples from novels, cinema, the media, the literature on giftedness, and biographical material on high-profile high-IQ figures like Steve Jobs, Elon Musk, and Lady Gaga. Throughout, the author emphasises the theme from her original model of interpersonal relating, which is that experiencing freedom of self-expression with others who offer the reader a high level of acceptance is what puts the reader in a state of thriving. The book provides step-by-step guidance for engaging in numerous interpersonal situations, such as how to handle difficult conversations, how to write effective emails, how to breathe, listen, play, take a risk, bond, repair a broken connection, and keep oneself well through changes like failure, success, and falling in love. It is essential reading for anyone affected by, or interested in, issues associated with extremely high intelligence. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Parents of gifted adolescents often face unique challenges in supporting their children's social and emotional learning (SEL). The purpose of this mixed methods action research study was to examine (1) As a result of a SEL parent workshop series, what changes were observed in: (a) Parental knowledge of SEL? (b) Parental self-efficacy in supporting their gifted child's SEL needs? (2) What did parents perceive as the most useful aspects of the SEL parent workshop series? The intervention took the form of a flexible five-session virtual workshop series and was delivered via a combination of asynchronous and synchronous instruction. The workshop series was designed to provide families with key information on giftedness in adolescence to help them better understand how characteristics of giftedness impacted their own child's socio-emotional development. Results from this study showed a statistically significant increase in parent knowledge of SEL concepts, and a mean increase in parental self-efficacy. While participants rated all aspects of the intervention workshop as useful, limited participant engagement shifted the workshop model from a collaborative model to a highly individualized one. As a result of the study, it is clear that parents do benefit from additional information on SEL support strategies, but continued research is needed to develop an intervention where the content and format best support participant needs. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Problem : In 1972, the Marland Report included visual arts in the federal definition of giftedness, yet service for those with artistic aptitude remains elusive (Rinn, Mun & Hodges, 2022). This qualitative hermeneutic phenomenological study (Creswell, 2014; Finley, 2009; Leavy, 2017; Marmé Thompson, 2014; Van Manen, 1990) explores the experiences of secondary visual art teachers working with high ability visual artists (HAVAs) and the issues inhibiting gifted and talented identification and program inclusion. Issues from the literature include definitions, traits, and programming (Alexander, 1981; Clark & Zimmerman 2004a; Curkierkorn, 2008a; Hurwitz, 1983; Pariser & Zimmerman, 2004; Sabol, 2006). And with social semiotic framing, underlying problems intersecting the fields of gifted and art education are interrogated and interpreted (Smith-Shank, 2014).Procedures : This hermeneutic phenomenological study addresses the central question : "What are the experiences of secondary visual art teachers working with award-winning, high ability visual artists (HAVAs) in a Midwest state?" (Creswell, 2014). Data collection methods included a Qualtrics© survey, an arts-based method (i.e., the visual metaphor), a ranking activity, a face-to-face semi-structured interview, and researcher journal (Creswell, 2014; Leavy, 2019; Seidman, 2013). In Vivo and Descriptive coding were used to categorize the data, and Pattern coding for generating three themes (Saldaña, 2014). Each implemented to support triangulation. Reflexivity (i.e., hermeneutic circle) afforded reliability and member checking (i.e., respondent verification) to determine accuracy (Creswell, 2014; Finlay, 2009; Leavy, 2017).Findings : The findings answer the research question summarized in three themes : 1) personal definitions of giftedness, 2) observable behavioral attributes from the literature, 3) program choices and teaching approaches employed within talent development stages. Intuitive teacher attention to student psychosocial and motivational factors was also noted. Further, situating findings within semiotic wonderings (i.e., about relationships, background knowledge, and elaborative reasons) afforded interpretation of historical contradictions in policy and the signifying orders in teaching beliefs and habits (Smith-Shank, 2014).Conclusions : The themes affirm knowledge about gifted definitions and observable behavioral traits from the literature, and inform practice explicating talent developmental stages and teaching with motivational research. These add to a research agenda by extending lines of inquiry enumerating gifted attributes and high-performance benchmarks, and inform research gaps about applicable developmental and motivational research. Also noted was the need for exploration of current art program realities (i.e., scheduling, time, staffing, resources). Recommendations : As a result of this study, I recommend pre-service and teacher training include talent developmental models, motivational research, and psychosocial strategies. I encourage replicating earlier historical research to examine current secondary art program conditions. I also recommend new research about the psychological impacts of belonging in school and continued marginalization on high ability visual artists and their teachers. I suggest refining observable behavioral attributes from the literature to inform high-performance benchmarks within national and state standards. These may also be employed at a practical level as teacher assessments and identification rating scales. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Educators should be aware of efficient instructional strategies for students labeled as gifted to influence academic achievement and social-emotional growth positively. The problem was that a gap exists between achievement and the academic and social-emotional abilities of elementary students labeled as gifted. The purpose of this study is to understand teachers' perceptions of instructional practices used in the classroom to advance the academic and social-emotional performance of elementary-aged students labeled as gifted in a northern Georgia school district. The conceptual framework guiding the study encompassed Howard Gardner's theory of multiple intelligences and Joseph Renzulli's three-ring conception of giftedness theory. Research questions aided in discovering teachers' perceptions and effective differentiated instruction for gifted students for academic achievement, social-emotional growth, and how the practices affect each to determine the best instructional strategies to improve learning experiences. The study used a descriptive case study design, using 15 elementary educators of the gifted population in a northern Georgia school district who obtained the gifted endorsement. Open-ended questionnaires and interviews were used for data collection, transcribed, and coded, generating six themes from data analysis. Findings indicated more awareness of academic and less social-emotional strategies, suggesting one reason for the gap between academic achievement and ability. This study supports the exploration of the uses of differentiation of instructional strategies in classrooms and teacher awareness of social-emotional needs to enhance learning in gifted students. The study's results may provide information to educators on how to help close the gap between academic achievement and ability. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The disproportionality of Black students identified as gifted has been a hot topic of discussion in the field of education for decades. If the purpose of education is to maximize the potential of all learners, then educators are missing the mark. Although multiple factors may impact the gifted identification of Black students, one of the biggest conundrums in the field of gifted education—the process of gifted identification—may stem from the lack of common definitions of intelligence and giftedness. The purpose of this study was to examine teachers' perception of giftedness and other factors that may be impacting the gifted identification of Black students in a small, rural school district. This comparative descriptive research design examined the role teachers play within the gifted identification process by analyzing the following data gathered from three elementary schools: teacher perception of giftedness, teacher perception of the gifted identification process, and teacher perception of factors that may provide a more equitable gifted identification process. Descriptive statistics and nonparametric data analysis were used to analyze and compare quantitative survey results. In vivo coding and inductive thematic analysis were used to analyze qualitative data from open-ended survey items and interviews. Key findings were reported to division leadership and recommendations for increasing the number of Black students identified as gifted were provided. To ensure equitable access to appropriate education for all students, especially those who have been historically underrepresented, continuous improvement of the gifted identification process through planning and policy is integral for the progression of society. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

In this qualitative study, I used portraiture to share the experiences of three Black women who as Black girls participated in gifted education. Homogeneous purposeful sampling was used to select three participants that met the criteria for the study. Participants were asked to share their educational experiences before, during, and after enrollment in gifted programs in rural South Georgia. Through Seidman's (2013) three interview structure, data was obtained. After the interviews, data was analyzed using Saldaña's (2016) two-cycle coding. First cycle coding included attribute, in vivo, and magnitude coding. Second cycle coding included pattern coding. Portraiture was used as a method to guide data gathering, analysis, and portrait construction in order to share the participants' stories. Four themes were constructed from the data analysis to address the experiences participants had before, during, and after enrollment in gifted programs. Critical race theory (CRT) and Black feminist thought (BFT) served as guiding theories for the work and the clear connections between constructed themes, which included: family expectations fueled their positive outlook on the special privileges experienced because of the gifted program, White privilege influenced the overall enrollment in the gifted programs, teachers' suppositions and subsequent behaviors made everlasting impressions on participants that impacted not only their performance in gifted programs, but their views on education overall, and school employees need to learn how to better communicate with the families of Black students. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

This study examined the relationships between teacher experience and perceptions of gifted characteristics. Teachers are the primary source of student referrals for gifted placement and service; therefore, understanding the relationships between teacher perceptions and their work experience is important to understand possible barriers to gifted identification. This study identified the impact of years of teaching experience, professional training to serve gifted students, and employment setting on perceptions of gifted characteristics. Participants included 576 general education teachers serving grades kindergarten through fifth in U.S. public schools. Participants completed a survey that measured perceptions of gifted characteristics across domains outlined by Gagné's Differentiated Model of Giftedness and Talent. Data analysis determined the relationship between teacher experience and perceptions of giftedness with a small positive statistically significant correlation between increased years of teaching and perceptions of giftedness. Additionally, a small positive correlation was found between professional training in gifted education and teacher perceptions of giftedness. Finally, analysis determined that perceptions of giftedness were statistically significantly different for teachers working in Title I and non-Title I schools. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Ever since the emergence of gifted education in the United States in the beginning of the twentieth century, the concept of giftedness has been used to marginalize, segregate, and exclude students of particular backgrounds from specialized academic programs. Among the factors that contribute to unequal access to gifted education for ethnically, culturally, linguistically, and economically diverse (ECLED) students, teacher bias, deficit thinking and insufficient teacher preparation have been identified as especially significant (Coleman et al., 2015; DeWet & Gubbins, 2011; Mansfield, 2015). Among various approaches to mitigate underrepresentation of ECLED students, the concept of cultural humility (Tervalon and Murray-Garcia, 1998) has emerged as a transformative learning process that may help eliminate the opportunity gap for gifted ECLED when incorporated into teacher preparation programs. This qualitative study, guided by Transformative Learning Theory (Mezirow, 1978, 1995, 2003), utilized critical participatory action research (CPAR) methodology to better understand how participation in the series of critical workshops influenced cultivation of cultural humility by seven assistant teachers, supported the practice of critical reflexivity, and facilitated recognition of challenges faced by ECLED students in accessing gifted programs. Analysis of data sources, which included individual interviews, observations of workshops, and participants' written reflections, demonstrated an acute need for transformative learning experiences for pre-service teachers in order to cultivate such elements of cultural humility as critical reflexivity and critical assessments of positionality. Engagement in critical self-reflection allowed participants to recognize the impact of historical and cultural contexts that shape the definition of giftedness and affect ECLED students' access to gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Educators, including teachers and administrators, have a responsibility to increase knowledge and achievement for all students. Gifted students who demonstrate increased abilities and proficiencies are often given less attention as schools continue to increase their focus on the lower quartile of students. To address this need, gifted programs are implemented to foster excellence in identified students. However, educational policies pertaining to identification and qualifications for gifted programs can serve as gatekeepers denying students that could potentially benefit from rigorous and enriching programs. In this quantitative study, the perceptions of educators in Florida towards gifted policy were explored through a series of survey items relating to the sentiment, awareness, and perceived impacts of gifted education policy. The results show the support by educators to redefine giftedness and revisit policy. Results also show the importance of educator training on policies regarding gifted education. This research could be used to support the need for additional teacher training regarding gifted education as well as the need to revisit and revise existing conceptions of giftedness in state policy. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Although there is a great deal of research on students with disabilities, there has been little exploration of twice exceptional students, those who have both learning disabilities and gifts and talents. There are even fewer studies of twice exceptional students who are gifted and talented in the arts.This research was based on extensive interviews with eleven twice exceptional students at a public arts-focused high school. This school employed a dual differentiation approach for these students: educational services to address their disabilities as well as school-based enrichment in their artistic talent areas. Discourse analysis and thematic coding of the interviews revealed that despite this school's positive focus on students' artistic talents all eleven informants considered themselves academic failures.The study revealed that these students had a strong negative identity as learners: their academic careers were characterized by being bullied, forced to repeat grades, and frequently getting in trouble at school. They expressed feelings such as loneliness, anger, and anxiety. In terms of talent or giftedness, the participants described themselves as talented but not exceptional because of their belief that everyone has a special talent.Most of the students did not describe their own disabilities in terms that are typically used in special education. Nor did they describe their talents in language that teachers would apply to them. In the academic area students described themselves as powerless and their teachers as powerful in determining success. But in their artistic work they claimed greater power than their teachers, taking an expert's stance. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The purpose of this phenomenological study was to explore and investigate teachers' perceptions of giftedness in culturally and linguistically diverse students (CLD) as a factor that causes the lack of access for these students to gifted pedagogy. The theory guiding this study was Culturally Responsive Teaching. The central research question was "Does English language proficiency in culturally and linguistically diverse students influence teachers' perceptions of potential referrals to gifted and talented programming?" The sub-questions of the study were, "What are the perceptions of teachers about the characteristics that culturally and linguistically diverse students need to exhibit to be identified as gifted and talented?" and "How do teachers' perceptions of giftedness influence their decision to refer culturally and linguistically diverse students to gifted and talented programming?" To respond to these questions and to identify patterns in the teachers' perspectives, beliefs, and attitudes, the researcher conducted a qualitative study including open-ended questions from a survey and a semi-structured interview. The participants were ten elementary school teachers from the same public school district in South Carolina. The results of the study revealed that teachers' decisions to refer CLD students to gifted and talented programming are influenced by teachers' stereotypical assumptions associated with the background and language proficiency of CLD students. These assumptions and the lack of teachers' intercultural competence intertwine in a systematic restriction of access for CLD students to gifted programming. In addition, the researcher identified a need for teachers to be exposed to relevant training on the characteristics of gifted CLD students, and a need for effective communication and collaboration among home, school, and district personnel. This research study attempted to serve as a catalyst for change and reflection about the effects that potential biases can have on the chances that CLD students may have for being referred to a gifted program. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

The purpose of this qualitative study was to explore the experience of secondary gifted students, more specifically their implicit theories of giftedness, how they incorporate giftedness into their sense of identity, and their eudaimonic development. The following four research questions guided the study: (a) What do the narratives of secondary gifted students reveal about their eudaimonic well-being? (b) What do the narratives of secondary gifted students reveal about their implicit theories of giftedness? (c) What do the narratives of secondary gifted students reveal about the extent to which giftedness is a part of their identities? (d) What are the relationships between gifted students' implicit theories, identity, and eudaimonic well-being? Fifteen secondary gifted students answered a series of prompts through written responses, which were the basis of a thematic analysis. Four themes about eudaimonia emerged: the effects of academic excellence; meaning and purpose in learning and extracurricular activities; meaningful relationships; and struggle and change. Four themes about students' beliefs about giftedness emerged: giftedness affects relationships; giftedness affects experience in school; gifted identification and programming; and gifted identity. Observations were made about the differences between implicit theories held by participants whose responses showed greater instances of eudaimonia and those whose responses showed fewer instances of eudaimonia, providing important implications for effectively educating gifted students and supporting their eudaimonic development. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The concept of inclusion remains at the heart of successful education and the UAE follows the rights-based model of inclusion. Gifted education programs are essential to offer academically aligned curriculum and instructional practices, cater to the socio-emotional needs of advanced learners, and provide the skills to advance their careers. This study investigated the gifted programs offered and evaluated its effectiveness in private middle schools in Dubai. Currently, we cannot estimate the number of gifted learners that go unidentified or underserved leading to individual needs being unrecognised. This disheartening situation exists owing to the dearth of prior research in giftedness in the local context. Following the pragmatic paradigm and exploratory sequential mixed methods, the current investigation used the NAFC 2019 PreK-12 gifted education programming standards for guidance alongside appropriate theoretical and conceptual frameworks. Qualitative research including interviews and the document analysis of the KHDA school inspection reports was followed by quantitative analysis of student attainment data in core subjects in the cognitive domain alongside the self-perception data in the affective domain, and concluded with the qualitative analysis of the findings, guided by the giftedness literature. Few suggestions regarding improvements in the gifted programs and recommendations for future research are reported. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The problem addressed in this qualitative study is that classroom teachers are not adequately prepared to identify gifted characteristics, which leads to the underreferral of students from diverse socioeconomic, ethnic, and language backgrounds. The purpose of this study was to explore the perceptions of public K-6 general education classroom teachers regarding their understanding of giftedness as it relates to their abilities to identify potentially gifted students and their awareness of programs and services offered by their district. The study's guiding theoretical framework was based on key theories of intelligence and giftedness. In a phenomenological approach, 15 elementary educators from the same urban Alaska school district were individually interviewed. An interpretive analysis rendered themes including gifted characteristics, stereotypes, teacher efficacy, awareness of identification methods, meeting gifted students' needs, advocacy, and equity. Participant knowledge of identification methods and comfort in the identification process were inconsistent. Many were also concerned with meeting gifted students' needs beyond their pull-out enrichment classes. Recommendations include practices to promote inclusivity and timely identification of gifted students, sustain research-based programming, and implement ongoing professional development for staff. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The purpose of the study was to examine if a relationship exists between productive giftedness and social justice leadership in leaders of high-poverty schools. The following research question guided this study: Is there a relationship between productive giftedness and social justice leadership in leaders of high-poverty schools?In the study, 113 leaders of high-poverty public schools throughout the state of California participated in the current study by responding to a researcher-created instrument, Productive Giftedness and Social Justice (PGSJ) of School Leaders Scale. The instrument attempted to measure different aspects of productive giftedness and social justice. Through multiple iterations of item analysis, the psychometric properties of the items were investigated. Ultimately, the instrument was refined to 18 items with a Cronbach's alpha of 0.845. The validity evidence was investigated through exploratory factor analysis with the results indicating six constructs: Early Support, Love of Reading, Early Aptitude, Mentorship and Support, Continued Support, and Equity Beliefs and Actions. The corresponding Cronbach's alpha were .827, .961, .816, .649, .851, and .753, respectively. Through correlational analysis, 30 significant correlations (p < .05) were found among the six constructs and 11 contextual variables. Of those, 20 were positively correlated, while 10 were negatively correlated. Multiple regression analysis indicated that being female and having lower school ELA test score colors were associated with Early Support. Additionally, being female was found to be associated with a Love of Reading. Meanwhile, cultural incongruence and being female were found to be associated with Early Aptitude. Additionally, lower school ELA test score colors, fewer years as principal, higher education levels, and being female were associated with Mentorship and Support. Lastly, the greater the number of years serving in education and younger leaders were associated with Continued Investment. Due to the disproportionality of females who participated in the study, the strong association of gender across multiple constructs should be measured.The influence of social justice leadership on leaders of high-poverty public schools was shown to be present. Multiple regression analysis indicated that principals who serve more years as principal at their site, who have higher education levels, and are culturally congruent to the communities they serve are associated with Equity Beliefs and Actions. It is recommended that additional questions pertaining to Equity Beliefs and Actions be added to the instrument to further evaluate the relationship of social justice leadership and productive giftedness. It is further recommended that the instrument be readministered to leaders of California public schools now that annual state testing has resumed following the COVID-19 pandemic in order to more accurately correlate student outcomes with productive giftedness. Such a repeat study might further validate the findings and make them more generalizable to the population.  (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Identifying and supporting students with disabilities and supporting gifted students is a complex task. This is especially difficult for students who are both gifted and have a disability, also known as twice exceptional. This case study was conducted in a large urban school district using a survey and interviews to determine current practices for identifying and supporting students with disabilities, giftedness and students who may have both needs. Results indicated systems exist in the district to identify students with disabilities and giftedness exclusively, but no system was in place to determine students who have both needs. Support is provided for students with disabilities but not for all gifted or twice exceptional students. Implications and recommendations for educators are shared on integrating support for students, providing support for currently identified students, continuing professional development on twice exceptionality, and use of collaborative teams to support all the identified students' needs. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Twice-exceptional, or 2e, learners present with both giftedness behaviors and one or more learning challenges that impact the expression of those behaviors (Baum et al., 2017). Often, these learners are misdiagnosed or missed in diagnoses completely leading to negative educational experiences, chronic anxiety, and overwhelming frustration as the learner perceives the discrepancy between their strengths and learning challenges (Hébert, 2020; NAGC, n.d.). Ultimately, these students suffer from a lack of engagement in learning, school refusals, and high dropout rates (Maddocks, 2018; Renzulli & Gelbar, 2019; Rubin et al., 2007; Webb et al., 2016; Wentzel et al., 2004). Twice-exceptional learners benefit from a strengths-based, talent-focused approach to education as it has been shown to improve social, emotional, and cognitive growth (Baum et al., 2014). While some schools can cater to the specific needs of twice-exceptional students by using these approaches, the availability of such schools is limited, and most traditional schools find it challenging to meet the unique 2e learner needs within the classroom (Baum et al., 2017). Mentoring is a strategy frequently used in gifted curriculums to support the pace, rigor, and topics of interest of gifted students (Siegle et al., 2015). Yet, the literature suggests that mentoring may be an overlooked opportunity for providing a strengths-based, talent-focused educational approach for twice-exceptional learners. This study explored how virtual meeting-based mentorships provide positive strengths-based, talent-focused relationships that expand the geographical reach of support and foster engagement for twice-exceptional students struggling with chronic anxiety. Findings from this study revealed the following themes: mentorships provide individualized attention, mentors use their knowledge of 2e to facilitate engagement, virtual meeting-based mentorships expand access to 2e support, and virtual meeting-based mentorships create intangible benefits. The strengths-focused virtual meeting-based mentorships were shown to be valuable for twice-exceptional students with anxiety as they enhanced engagement and well-being in the mentees. (PsycInfo Database Record (c) 2024 APA, all rights reserved)