Abstract
Gifted and talented youth in the US have been struggling for recognition and appropriate educational opportunities for decades. Periodically, we are reminded of their unique needs. Time and again, those needs seem to be disregarded, including their need for career related planning and programming. Narratives of gifted students can be negatively impacted, as a result of action or inaction by young people themselves or of others in their lives. Three distinct problem saturated plots can emerge requiring career counselors to provide specific intervention to ensure narrative development in congruence with the hopes, dreams and desires of youth. Career construction theory, with its emphasis on authorship and agency is most suitable for increasing agency of the youth stuck in these narratives. My Career Story a group or individual intervention, rooted in career construction theory, offers assistance to both students and counselors, as students work to develop their own preferred narratives.
“Our progress as a nation can be no swifter than our progress in education. The human mind is our fundamental resource.” (J.F. Kennedy as cited in Bennett, 2020)
In American history, 1957 marked a distinct year. The launch of Sputnik by the Soviet Union caught America off guard, challenging the unquestioned assumption of the nation’s status as the most advanced country in the world. This unexpected event prompted a commitment to building a highly intelligent and skilled workforce to ensure the United States’ leadership in the race to space, making education a national security priority. Educators suddenly found themselves tasked with identifying and nurturing the nation’s most critical human resource for this competition. It became clear that a new cadre of professionals needed to be trained and placed in high schools, so that they could identify gifted learners and encourage them in the direction of what today we refer to as STEM related careers. The US Department of Education directed millions of dollars in grant funding to universities (Title VA Funds) to create school counselling programs for educating this workforce, with additional funds (Title VB Funds) allocated to schools for their employment (Erford, 2018). In an ironic twist, Sputnik inadvertently solidified the school counselling profession in American high schools. Sadly, this was a relatively short era during which these students received the specialized attention they needed from their school counsellors, against the backdrop of a national clamouring for global status. As the nation’s interests were eventually diverted to other priorities, gifted and talented youth seem to be set “adrift” (Greene, 2003) without concerted support for their career, social/emotional, or academic development.
The plight of gifted and talented learners remains a persistent issue within our educational system. It is concerning that organizations dedicated to education, research, and policy have consistently overlooked the needs of these students over time (Greene, 2003; Subotnik et al., 2011). The current state of affairs was recently summed up in a 2020–2021 report entitled The State of the States in Gifted Education from the National Association for Gifted Children and the Council of State Directors of Programs for the Gifted. Authors of the report noted: There is no federal mandate to identify or serve gifted students in the United States, so it is up to states and local education agencies (LEAs) to determine and provide gifted education services in public schools across the nation. This means there is substantial variation in the quantity and quality of services across and within the states (Rinn et al., 2022, p. 6).
This sounds familiar echoing Colangelo et al. (2004) who at that time found just 62% of the states in the US mandated that schools identify and provide services for gifted and talented learners. Findings such as these demonstrates the main challenge exacerbated by the fact that only a limited number of teacher education programs offer coursework on teaching gifted and talented youth. Without adequate training, educators often struggle to grasp the unique needs of these students, viewing them merely as academically advanced or potential classroom tutors. Consequently, their need for more rigorous curricula and enrichment opportunities is frequently sidelined in favour of other competing school priorities (Berman et al., 2012, p. 24). As a result, these students often find themselves unstimulated, unsupported, and misunderstood, leading to chronic boredom and underachievement, a stark departure from their once-acknowledged role as our nation’s intellectual capital (Rimm, 2003; Winner, 2000).
Similar challenges persist within counsellor education programs. Counselling textbooks frequently lack dedicated chapters on working with gifted and talented youth (Peterson, 2015), leaving counsellors ill-prepared to address their unique needs. Professionals seeking to support gifted and talented students face an additional hurdle: a notable dearth of research on effective practices and services (Reis & Moon, 2002). A recent literature review using the phrase counseling gifted and talented students yielded a mere 287 articles in peer-reviewed journals since 1951. Further narrowing the focus to career counseling with gifted and talented students resulted in a drastic drop to just 59 publications. It appears that scholarly attention to these students is sporadic, at times seemingly limited to special issues launched by peer-reviewed journals.
The primary aim of this article is to address the notable absence of effective career interventions tailored to gifted and talented adolescents. Our focus is on late middle school and high school students. It is during this time that students, in the US, make enduring academic and career decisions, and are in need of well-developed career services. Informed by a narrative perspective of career development and counselling, our manuscript starts with problematic plots we detected based on our literature review of gifted and talented students including their unique needs and challenges. This section included strategies deemed to assist gifted youth in developing their career narratives. In the subsequent section of the manuscript, we delve into specific interventions, with particular emphasis on the life design approach (Savickas, 2012; Savickas et al., 2009) rooted in the Career Construction Theory (Savickas, 2002, 2005). We contend that this approach holds significant promise for gifted and talented youth, fostering their agency and equipping them with the essential skills to successfully navigate the complexities of 21st-century workplaces.
The definition of giftedness has sparked considerable debate (McBee et al., 2012). In this manuscript, we have adopted and revised Peterson’s definition (2015) because of its inclusiveness. We define gifted and talented youth as individuals who exhibit exceptional abilities in various domains, including but not limited to academic aptitude. This definition is intentionally broad, encompassing both intellectual and creative talents. Moreover, it underscores the importance of recognizing both potential and actual performance, thereby allowing us to address the needs of underachieving gifted youth. Underachievement remains an unattended issue within the gifted population (Peterson, 2018), and failing to acknowledge these individuals would only perpetuate their marginalization—a critical oversight we aim to avoid.
Problematic plots
Our literature review demonstrated that gifted and talented students are at risk of finding themselves amidst one of three problematic plots that can be discouraging and disempowering. Borrowing from the narrative counselling approach we consider these plots as having the potential to create undesirable outcomes that undermine the agency and authorship of some youth. As counsellors our initial focus is to determine whether such plots exist, and if so, how might we assist the clients in deconstructing these dominant narratives to mitigate their demoralizing impact on gifted youth? By liberating them from these constraining narratives, counselling interventions can then be tailored to empower them to actively shape their own narratives. The following are descriptions of three problematic plots.
Problematic plot 1: pathologizing giftedness
In the forward of Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and Other Disorders, Webb et al.’s book (2016), Ronald Fox described the case of a struggling 9-year-old boy despite his academic giftedness. Fox learned about this student’s story from his aunt, who he met by chance on a flight. We decided to start with his story as it captures the true impact of pathologizing unique characteristics of gifted and talented youth. Fox retells the story in the book: Her story was familiar and very much like others I had heard over the years. Her sister’s nine-year-old son, some years ago, was on the verge of being expelled from his school’s regular classroom because of poor performance, lack of attentiveness, poor homework habits, impatience with classmates, and a fascination-bordering on obsession with electric motors, which he insisted pursuing regardless of what might be going on in the classroom at the time. His teacher was not only annoyed but also quite puzzled and frustrated because the boy was highly intelligent, yet he had resisted all efforts to get him to change. Unable to control his disruptive behavior, this teacher wanted him placed in some kind of alternative program. (Webb et al., 2016, p. xix)
Fortunately, the story has a positive ending. The child’s parents seek assistance from the SENG Center (Supporting Emotional Needs of Gifted) located at Wright State University in Ohio (unfortunately, the centre has since closed due to funding constraints, though they maintain an online presence). At the centre, the child’s high aptitude is confirmed, and parents are provided with necessary resources and strategies to positively engage their child. Empowered by the expert advice, his parents embark on what Lareau (2011, p. 2) describes as concerted cultivation, actively fostering their child’s intellectual and social development. His remarkable improvement motivates other parents to utilize the SENG Center for their own struggling gifted children.
A close analysis of the shared narrative unveils the regrettable inclination to pathologize behaviours commonly exhibited by highly gifted and talented individuals (e.g., Webb et al., 2016). While the child’s “inappropriate” behaviours may have stemmed from extreme boredom within the classroom environment, the proposed intervention aimed at placing him in an alternative setting focused primarily on behavioural modification overlooking underlying factors eliciting these behaviours. Ironically, his intense interest in electric motors, misconstrued as an obsession by an educator possibly unfamiliar with the nuances of gifted and talented children, illustrates a fundamental misunderstanding of his exceptional intellectual curiosity.
Webb and his colleagues have issued a poignant warning indicating, “characteristics and behaviors that are better explained by giftedness are wrongly attributed to pathology and disorder” (p. xxiii). This trend carries a significant cost for learners, their families, and communities alike. It is imperative to recognize that schools serve as the initial temporal setting where the narratives of one’s career begin to unfold. Therefore, it is our ethical obligation to prevent the premature shaping of gifted learners’ stories into negative trajectories that may ultimately undermine their self-perception and their interactions with the world around them. As counsellors, our foremost responsibility is to ensure that their exceptional qualities are acknowledged and celebrated rather than pathologized.
There exists a growing body of literature that offers valuable insights for counsellors seeking to deepen their understanding of the distinctive characteristics of gifted youth (Peterson, 2009). For instance, gifted youth frequently exhibit heightened sensitivity to social justice issues and possess an acute sense of empathy, rendering them more susceptible to chronic sadness—an emotional state sometimes mistaken for depression (Peterson, 2015). Moreover, gifted youth may demonstrate heightened sensory sensitivity and overexcitability, traits that can be erroneously attributed to autism spectrum disorder (Piechowski, 1999). Additional characteristics frequently discussed in literature include an intense and singular focus on areas of interest, perfectionism, and asynchronous development (Peterson, 2015). These traits tend to be more pronounced in profoundly gifted youth. While we do not discourage the diagnosis of valid mental health disorders, it is essential that such assessments be conducted by professionals with extensive expertise in working with gifted and talented children and youth.
Counsellors can play a crucial role in supporting the unique needs of gifted youth by immersing themselves in the literature on giftedness and being vigilant to avoid misinterpretation and misdiagnosis. As highlighted by Peterson (2009), the misidentification of gifted traits as pathology can have profound consequences for the emotional well-being and development of gifted students. Therefore, counsellors first must advocate for these youth, particularly those at risk of being misdiagnosed, as emphasized by Piechowski (1999) and Webb et al. (2016). By removing barriers to their optimum development, counsellors can help ensure that the student can move from the position of a subject of scrutiny to an agent ready to assume authorship of their own narrative. In doing so, counsellors can help ensure that the narratives of the gifted and talented remain positive and empowering.
Problematic plot # 2: compressed narratives
Gifted youth often find their identity overshadowed by their exceptional talents. Rather than viewing their gifts as a valuable asset that is part of who they are, their gifts become a singular defining aspect of their individuality. Compressed narratives in literature are known for their selectiveness and the author getting to a point to be made, void of more comprehensive considerations. Such a narrative moves the story along quickly, but perhaps with certain details sacrificed for efficiency. This raises the question for those working with gifted populations: Who controls the narrative? Is the compressed narrative a result of self-authorship, or is an individual’s narrative essentially being simultaneously hijacked and crafted by someone else?
Self-authored compressed narratives
As we outlined in this manuscript earlier, some of the individuals endowed with exceptional abilities may exhibit an unparalleled capacity for sustained focus and concentration on topics of personal interest. Their unwavering dedication to knowledge acquisition sets them apart, often eliciting perceptions of distinctiveness or peculiarity from others. Motivated by an intrinsic passion, these youth may invest substantial time and energy into their chosen fields. Eminent individuals such as Einstein and Mozart are examples of this group of gifted and talented individuals. Their unwavering commitment and countless hours of devoted study undoubtedly contributed to their unparalleled success. It is important to note that adults in the lives of gifted and talented youth may be apprehensive about their intense commitment. They may even attempt to redirect the youth’s attention to other things, driven by concerns regarding their perceived sacrifices for an uncertain future.
The scant literature on this topic underscores the indispensability of disciplined effort and protracted periods of concentrated work in pursuit of eminence. Various scholars, including Eysenck (1995), Jensen (1996), Ericsson (1996), Simonton (1988, 1994), and Zuckerman (1977), approximate this commitment at a staggering 70 h per week over a span of 10 years. Additionally, Gladwell’s (2008) contentious “10,000 hours rule,” posited in his popular book Outliers: The story of success, suggests that mastery of a skill or subject necessitates extensive practice and an unwavering focus. As outlined by Gladwell, Bill Gates’ ascent to global prominence underscores this principle, attributing his success to early access to computers and years of ongoing practice.
These narratives share a common thread: an insatiable thirst for knowledge, a keen sense of authorship over their destinies, and the cultivation of essential psychosocial skills such as self-discipline and risk-taking. In this pursuit, mentors and counsellors play a pivotal role in shaping and nurturing these youth’s narratives. Although self-exploration may still be important, counsellors may need to focus their attention on helping the youth find enriching opportunities such as internships, volunteer work, and designing high school senior projects. Providing a safe space and time for the learners to discuss these experiences may increase their reflection and reflexivity, thus bolstering their intentionality in crafting their career narratives (D’Cruz et al., 2007; Savickas, 2016). Similarly, assisting them in locating mentors is of utmost importance, as mentors provide invaluable wisdom and experience that goes beyond career-related support (Alhanaya, 2020; Zorman et al., 2018).
Hijacked narratives
A distinct cohort of gifted youth experiences another type of narrative compression, often attributed to interferences in the natural development of the youth’s career narrative by well-meaning individuals in their immediate environments. These individuals, typically driven by altruistic motives, assume an active role in fostering talent development opportunities for the youth, albeit without the youth’s explicit consent. This inadvertent interference may consign the youth to passive roles in the construction of their narratives, compelling them to adopt roles scripted by others rather than actively shaping their own trajectories. Such a singular focus on talent development frequently restricts youths’ exposure to diverse opportunities and potential paths, often leading to imbalances in their lifestyles. For some, exhaustion and burnout become inevitable consequences of their narrative trajectories. Notably, in a study conducted in the Czech Republic, Mudrak and Zabrodska (2015) observed that approximately one-third of their participants exhibited signs of burnout, ultimately opting for careers unrelated to their gifts. One participant lamented, “When I finished with the sport, I wanted to go to the physical education faculty and study nutrition, fitness, and stuff like that, but in the end, I said to myself, ‘What? You want to go through that again? No way, man!’” (p. 62).
This forceful shaping of life narratives can lead to missed opportunities for self-exploration and self-discovery. For gifted youth, actively constructing their own identities beyond their obvious gifts is a critical developmental task. As Peterson (2015) discussed, attending to these students’ developmental needs is important for their overall well-being. The focus of counselling with this particular group of youth could be increasing their sense of agency and authorship. Assisting them in assuming the authorship of their narratives will be an important accomplishment in counselling. To achieve this, counsellors may invite youth to discuss their hopes, dreams, preferences, and personal inclinations to help them better understand themselves (Leung, 1998; Peterson, 2015). Similarly, other interventions could focus on increasing the reflection and reflexivity skills of the youth (Savickas, 2015). Ultimately, however, assisting the well-meaning individuals in their lives to move into a more supportive role as an audience member rather than a director, will be a critical component of intervention.
Problematic plot #3: plot of paralysis
Multipotentiality is a phenomenon often discussed in gifted and talented literature (Achter et al., 1996) and is considered a significant characteristic of these youth (Gross, 2006). It refers to a unique condition where an adolescent exhibits a high level of interest in various subjects while also demonstrating high ability and achievement scores in these areas. Consequently, they often have high-flat interest and ability profiles (Kerr & Ghrist-Priebe, 1988), creating a unique challenge for them, with regard to committing to a definitive career path (Maxwell, 2007; Sajjadi et al., 2001), and potentially stalling the development of their career narrative.
A certain level of indecisiveness Is considered normal in adolescence (Jung, 2018, p. 144), regardless of the youth’s gifted status. Developmental theorists such as Erikson (1968) and Marcia (1966) emphasized the importance of uncommitted exploration before formulating one’s identity. Marcia’s Moratorium status is characterized by a high level of exploration of different roles and life possibilities without making a commitment, a pattern distinctly similar to that of multipotential gifted youth. For gifted youth, though, this could become a chronic problem eventually undermining their agency in narrative development.
Various factors interfere with the youth’s ability to make commitments, including a fear of making mistakes and closing doors to future opportunities. This fear can also stem from high internal and external expectations that they should excel in whatever they choose. Additionally, widely held beliefs regarding linear career trajectories—such as the expectation to follow a single career path from education to retirement—may perpetuate uncertainty. A recent news release from the Bureau of Labor Statistics, U.S. Department of Labor (2023) revealed that late baby boomers (born between 1957 and 1964) held 12.7 different jobs between ages 18 and 65, demonstrating the volatile and unpredictable nature of the job market. This instability has intensified in the 21st century (Taber, 2019), particularly with the advent of AI and automation. For example, the World Economic Forum, (2020) “Future of Jobs Report 2020” predicted that by 2025, 85 million jobs may be displaced due to automation, but 97 million new roles may emerge that require new skills and adaptability. Similarly, a report by McKinsey Global Institute estimates that up to 375 million workers may need to switch occupational categories by 2030 as automation transforms the workforce. This necessitates that workers continuously reinvent themselves by investing in continuing education that will enhance and diversify their skill sets, a definite advantage for multipotential gifted youth.
As discussed earlier, this group of youth may tend to have a flat profile on instruments that assess their interests and abilities, making it more difficult to use these two psychological constructs to facilitate career decisions. Some scholars argue that flat profiles result from using developmentally inappropriate but age-appropriate instruments without “sufficient ceilings” (Achter et al., 1996, p. 65). This means that certain common assessment instruments may not challenge the high abilities of gifted youth adequately, leading to undifferentiated results. These authors question the notion of multipotentiality, asserting that the concept is based on anecdotal data unsupported by empirical studies. Achter and colleagues found distinct profile differentiation among multipotential gifted youth when using above-level instruments. The prevalence rate for multipotentiality dropped to less than 5% among their sample of 1000 gifted youth, leading the authors to claim that the concept of multipotentiality “exemplified a Dawesian House of Cards phenomenon” Dawes (1994). Therefore, it is critical for counsellors to use developmentally appropriate instruments with gifted and talented youth to more accurately assess their distinct abilities and interests, both of which are important in career decisions.
Other scholars argue the importance of value clarification as part of career exploration for this population (Kerr & Ebb, 1991; Kerr & Ghrist-Priebe, 1988; Peterson, 2015). They claim that value assessment plays a critical role in clarifying what matters to gifted youth, as they can often succeed in a variety of areas. Current career counselling theories, such as career constructivist approaches, emphasize the importance of finding one’s “why.” Career constructivist approaches focus on constructing a personal narrative that integrates various interests and abilities, thus helping youth to see their multipotentiality as an asset rather than a hindrance. They also emphasize activating the agency and authorship of the youth after removing the barriers that lead to chronic indecisiveness. By doing so, these approaches aim to empower multipotential youth to make better informed and satisfying career decisions.
Considerations and possibilities
The issues related to gifted students and gifted education considered, we thought it important to think about what can be done to offer something significant and immediate that could be useful, not just to gifted students and their families, but also to provide a reference point for others who work with gifted students. First, would be recognizing that career development starts in elementary school. Developing and implementing a career-related curriculum appropriate for gifted elementary students is one such possibility. The present authors were involved in such projects for a general curriculum for elementary students (Briddick et al., 2018; Sensoy-Briddick & Briddick, 2022a, 2022b).
We believe there are strategic activities that can be utilized starting in Grade 8 that help establish a foundation for the high school years. While the last year of middle school for many students means that there is still plenty of time to explore, there are activities that can be particularly significant for gifted and talented students and their futures. Conversations around favourite subjects, who they admire, the kind of activities they enjoy, and the kind of occupations they have thought about or have an interest in at the present time are all topics counsellors can explore with eighth graders as they are wrapping up middle school and headed into high school. In the US, many schools require learning plans for eighth graders that include courses students will take as they enter high school. This prepares an excellent foundation for high school and for a key resource available to assist high school students with their future plans.
Career construction and gifted students
Savickas succinctly described what career construction theory offers us about working with our clients. In essence it is twofold, a multiple perspective approach for client conceptualization and intervention (Savickas, 2011, p. 181). Essentially, who is the client and what do they need? Savickas recommended listening to the client with the terms actor, agent, and author in mind. One of the greatest contributions of career construction theory is helping counsellors to consider multiple perspectives on clients and then to systematically apply appropriate career related intervention. Savickas sums it up quite succinctly: If the client simply wants academic advice or vocational guidance, then the counselor listens for the actor and uses the traditional technique of matching person to position or actor to role. If the client wants help in exploring, decision making, planning, or searching for a job, then counselors listen for the characteristic adaptations and then use techniques of career education and psychosocial coaching to increase agency. If clients want to engage in meaning making and shaping, then counselors listen for the story authored by self and use techniques of biographical reasoning and narrative counseling to advance the story that they are already living. A few clients may want or need all three career services (Savickas, 2011, p. 181).
A critical consideration is when gifted students can begin to construct a preferred narrative for their future. Passing from early actor role into being more of an agent for their future, demonstrating more self-control when it comes to their own behaviours, students may well be able to work with what Savickas describes as four constructs as they begin to envision their potential future: (1) concern about the transition being encountered and awareness of what must be done, (2) a sense of control over and conscientiousness regarding the tasks to be performed, (3) curiosity about possibilities and initiative in job search activities, and (4) confidence and self-esteem in coping with the transition process (Savickas, 2011, p. 180)
These constructs are the bedrock of career adaptability, which once more fully realized can continue to serve students across their eventual careers. Maree and Symington (2015) in a case study involving five students in an independent school in South Africa found that a life design base counselling intervention involving group life design counselling sessions resulted in an improvement in participants’ career adaptability. More recently, Maree and Magere (2023) utilized a career construction counselling group-based intervention in a Tanzanian public school. Results of this 8-week intervention indicated that it positively impacted participants’ career decision-making. Maree and Magere noted, “The findings revealed that the intervention enhanced most of the participants’ career decision-making capacity, bolstered participants’ psychological selves, improved their career adaptability, and bolstered their ability to make informed career decisions” (Maree & Magere, 2023, p. 20).
My career story
Similar to Maree and Magere (2023) we also suggest the use of a group career counseling intervention. One resource particularly useful in working with high school populations and beyond is My Career Story (MCS) (Savickas & Hartung, 2012, 2021). MCS can be used with individual clients as well as in groups. MCS simulates the Career Construction Interview in a workbook format. It is deemed a useful resource for high school and beyond. It may be used for working with individuals as well as working with groups. Hartung and Santilli (2018) describe this resource as “a self-guided autobiographical workbook designed to simulate career construction counseling” (p. 308). Taking questions from the Career Construction Interview and placing them in such a format allows individuals to work their way through the workbook at their own pace. This simulation, rooted in career construction theory, empowers individuals to be able to collect the same or similar information as is gathered by an interviewer utilizing the Career Construction Interview (CCI). For instance, Savickas’s first question of the CCI is “How can I be useful to you as you construct your career?” In the workbook format of the MCS provides this prompt: You are probably using this workbook because you are facing some change or transition in your life; maybe from high school to college, from school to work, or from job to job. To bridge transitions, or end one chapter and begin the next, people reflect on their own life story to clarify and guide their choices. In the lines below, write a few sentences about your current career situation and any decision you are trying to make. (Savickas & Hartung, 2021, p. 4)
This introductory statement solicits the transition the workbook user is facing at the present time. The workbook winds on with questions related to one’s goals in using the workbook, occupations, jobs, or work the user might have considered over time. From there the workbook prompts use the CCI interview questions to gather information about the client. Questions about role models, favourite TV shows, magazines, and websites, one’s favourite story and finally one’s favourite saying or motto are provided. The summary of the information gathered in completing the MCS workbook results in a “summary portrait” of the individual in terms of the self of the individual, the setting(s) that the individual finds attractive, the script that perhaps emerges from their favourite story, one’s own best self-advice, and a success formula (a one sentence career mission statement).
The earliest version of the MCS has been translated into other languages over time, so there is no reason its most recent edition cannot be translated into other languages, too. MCS has three parts to it: Part I Telling My Story, Part II Understanding My Story, and Part III Enacting My Story (Savickas & Hartung, 2021, p. 3). Savickas has previously referred to the need for those constructing the story of their career, as it may be unfolding, to be able to share their story with their “audience.” The present authors wrote about the possibility of bringing in the concept of audience and the recruitment of audience members, found in narrative therapy, into the narratives that unfold within counselling for career construction (Briddick & Sensoy-Briddick, 2013).
MCS is available for free at https://www.vocopher.com. Another particularly useful resource available through the Vocopher Web site is the Life Design Counseling Manual (Savickas, 2015).
Conclusion
Every so many years, it seems, we are reminded of the need for gifted education. A pointed journal article or news story will appear, a special issue of a particular journal may be published. A decade ago, Finn and Sousa (2014) edited a most interesting book entitled What Lies Ahead for America’s Children and Their Schools. It remains a most interesting book a decade later. One chapter entitled Educating smart kids, too was an all too familiar reminder of the current situation in gifted education. Ten years later, here we are again wondering why things remain the same. In the decades since the launch of Sputnik inspired US efforts to be competitive on the world stage as well as the out of this world’s stage, via the National Defense Education Act, the attention once given to the competitive edge our best and brightest young people might provide for the US, has sadly waned. Sixty-seven years later the best and brightest young people across our world remain one of our most valuable human resources for the future of our planet and yet remain sadly neglected by some of the very societies that need them the most. It is not this country or that country’s problem but rather a global one and one we can hardly continue to ignore.
By 2050, according to the Organization for Economic Cooperation and Development (OECD), the forecast for environmental concerns due to ongoing inaction appears challenging and grim. The list is daunting, involving socio economic concerns, issues related to energy and land usage. Climate change makes the list, as do issues related to biodiversity. Water-related issues colliding with the world population projected to grow by 2.3 billion more people alone, warrants considerable attention. The list finishes out with the final caution of the expected impact of environmental concerns on the health of the world’s population (OECD, 2012). The United Nations’ Department of Economic and Social Affairs (UNDESA) echoes similar concerns about world population and related issues in its 2017 revision of the World Populations Prospects (United Nations, Department of Economic and Social Affairs, Population Division, 2017). The problems facing our world require a variety of responses from across the planet. At no other time in human history has the response to global problems been quite as significant as those on the road ahead. While Sputnik triggered the race to space and global competition between nations, our future is one that will require ongoing cooperation among nations to meet the challenges facing our planet. Our brightest, the gifted and talented of our world today and those of tomorrow, are our best hope for meeting the challenges facing our world leading up to and beyond the year 2050.
Our success may rely heavily upon the resilience of our best and brightest, the tenacity of engaged parents, and the efforts of committed classroom teachers, void of funding or commitments of school systems, communities, and government. As counsellors, we can likewise do our best to support students, parents, and educators. The toll of the warning bell that seems to predictably transpire once a decade or sooner and the cautionary tale that follows may well be poised for a positive outcome whether it be “at home” here in the US or abroad or both. May the unbridled optimism and tenacity of our best and brightest prevail time and again in addressing the issues and challenges we all face on the road ahead. May their stories converge into a coauthored, collective narrative of a better world.
Footnotes
Declaration of conflicting interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.
