ABSTRACT
This chapter presents gifted students with trauma, toxic stress, and adverse childhood experiences (ACEs) as a new special population in the field of gifted education. The chapter will be framed like a toolbox for teachers of the gifted and any other educator who serves this population. Contents will include frequently asked questions; types of trauma; case studies and vignettes; the causes and effects of childhood trauma; and strategies that promote resiliency, relationships, and perseverance. The purpose of the chapter is to inform and educate; reflect on past and current gifted students; to become advocates; and to become more trauma-sensitive. Gifted students who experience trauma, toxic stress, and ACEs need support. They need resources devoted to offsetting the effects of damaged mental health. They need informed educators to help them navigate and understand their complicated personal identity. We can help them by acknowledging the influence of their struggles on academic performance, investing the time to constantly improve, being responsive and proactive, and raising our expectations of how much these students can flourish during challenging times. When teachers of gifted students with trauma choose to make a difference, they are increasing that student’s chance to be happy, healthy, and mentally strong.
