Identifying gifted children remains a challenge: although estimates suggest that up to 10% may have this learning ability, formal identification figures rarely exceed 2%. This unmet need has consequences: demotivation, poor academic performance, and a higher risk of early school leaving.

Addressing this challenge requires specific tools and knowledge. This is where initiatives like our recent European project, Your Breakthrough: Smart Solutions for Smart Minds , come in. In this project, we have developed five digital tools designed to guide educators, students, and families in the process of both identifying gifted children and providing them with more appropriate support.

Beyond IQ

Intelligence is a complex concept. In the case of “giftedness,” we’re not just talking about having a high intelligence quotient (IQ), but about the interaction of various abilities : above-average intellectual skills, creativity, and a strong commitment to challenging tasks. Factors such as motivation and the family and school environment also play a crucial role.

One of the main obstacles is the lack of resources and specific training for teachers and other professionals on what to look for and how to support these students. Furthermore, there is no standardized diagnostic protocol across countries or even regions, which complicates identification .

It is essential to understand that there is a wide variety of profiles that sometimes don’t fit the stereotype we’ve created about what it means to be gifted. In fact, there is the phenomenon of twice- exceptionality : children with high abilities and difficulties such as dyslexia or attention deficit disorder.

This complicates their identification, as difficulties can mask their high potential. For example, a student with dyslexia and high abilities might have difficulties with reading and writing, but a great ability to solve complex problems in mathematics or the arts.

What should we look for to detect it?

Observing their behavior in different contexts (in class, at home, with friends) is key. The main indicators are:

• At a cognitive level: They have excellent memory skills, easily recalling and connecting information. They are highly flexible problem solvers, trying different approaches if one doesn’t work. Their language is advanced for their age, which sometimes makes communication with their peers difficult. They have an innate ability to question, analyze deeply, and ask unexpected questions.
• On an emotional level, they may feel anxiety or frustration, especially if they feel the pace of learning in class is too slow or if they have high expectations of themselves. They may feel misunderstood.
• On a social level, they may tend towards solitude or prefer the company of older people with similar interests. They may have difficulty fitting in socially if they don’t find companions who value their skills or interests.

Asking them about their curiosities and interests, how they solve problems, or how they cope socially or emotionally provides valuable information for understanding them holistically.

How can we support their needs at school?

The help of professionals (psychologists, counselors, teachers) is essential for an accurate diagnosis and for addressing their needs, as is collaboration between these professionals and the family. It is crucial to design diverse activities with varying levels of difficulty that can be freely chosen and are tailored to each individual.

This requires flexibility in the organization of spaces, times and groupings; individual and small group work is particularly appropriate to adapt teaching to their specific needs.

Divergent thinking should be supported, fostering curiosity and creativity, and promoting autonomy and a unique work style. It is also important to be open to their ideas and proposals to create an environment that fosters self-esteem and confidence.

Our five tools

Aware of the need to guide professionals, students, and families, we have created these five free digital tools, available for any device on the project website :

• Self-assessment tool for schools and educational staff: evaluates support practices for gifted students. This is a needs assessment questionnaire that can be completed by school principals, teachers, and guidance counselors.
• Smart App : This app guides teachers and families on identification and detection indicators. Through training videos, it answers questions such as: What is intelligence? How is giftedness identified? What should teachers look for? What support and guidance should be provided?
• Resource map: a bank of suggested activities, projects, and challenges applicable to daily life. Downloadable materials are available for working on emotions, social skills, creativity, logic, language skills, and more.
• Infinite Learning: a digital training platform designed to help educators deepen their understanding of giftedness and improve the support they offer their students. It offers training modules and self-assessments on identification, emotional support, intervention, and inclusion in the classroom.
• Discover : an online platform to raise awareness and educate peers of gifted students. It offers activity sheets, infographics, and videos that facilitate group activities, games, and workshops.

All these tools are an important step in empowering these students and enabling those close to them to recognize the signs and address their needs.

Author Bios: Sara Mata Sierra is Full Professor, Department of Personality, Assessment and Psychological Treatment. Mind, Brain and Behavior Research Center (CIMCYC), Francisca Dolores Serrano Chica (Francisca Serrano) is Full Professor of Developmental and Educational Psychology. Macarena de los Santos Roig is Full Professor at the Department of Methodology of Behavioral Sciences, University of Granada and María Carmona Ramírez is a PhD student in Psychology all at the University of Granada