Giftedness Assessment

Yes. Giftedness does not always translate into high grades. Some gifted children become bored, disengaged, anxious, perfectionistic, or frustrated at school. Others may have co-occurring differences such as ADHD, autism, dyslexia, or learning difficulties that can mask their strengths. A giftedness assessment looks beyond school performance to understand how your child thinks, reasons, learns, and solves problems.

Yes. Some children are both gifted and neurodivergent, often referred to as twice-exceptional or "2e". These children may demonstrate advanced reasoning or problem-solving abilities while also experiencing challenges with attention, executive functioning, social communication, emotional regulation, or learning. Because their strengths and challenges can mask one another, they are often misunderstood or identified later than expected.

While definitions vary, many educational settings consider children with a Full Scale IQ or General Ability Index of around 130 or above to be gifted. However, giftedness is not defined by a single score alone. Psychologists consider a child's overall cognitive profile, patterns of strengths, and real-world presentation when interpreting results.

A giftedness assessment can provide valuable information about your child's cognitive profile and readiness for more advanced learning. While decisions about grade acceleration are made collaboratively between families and schools, assessment results can help guide these discussions and ensure decisions are based on a comprehensive understanding of your child's strengths and needs.

Some gifted children experience emotions intensely and may show heightened sensitivity, strong empathy, perfectionism, frustration with perceived unfairness, or deep concern about issues beyond their years. While emotional intensity alone does not indicate giftedness, it is a common experience reported by many gifted children and families.

Yes. Giftedness assessments often identify patterns that suggest additional learning, attention, or developmental differences. Some children are twice-exceptional, meaning they are gifted and also have ADHD, autism, dyslexia, dysgraphia, dyscalculia, or another learning difference. Understanding both strengths and challenges helps ensure children receive appropriate support and opportunities to thrive.

Giftedness assessments can often be completed from around 6 years of age, although suitability depends on the child's developmental profile, attention, and the reason for referral. If your child is younger, our team can discuss whether assessment now or at a later stage would provide the most meaningful information.

Often, yes. A giftedness assessment provides detailed information about how your child learns, their areas of exceptional strength, and any factors that may be impacting their learning experience. Families may choose to share the report with their child's school to support conversations about extension opportunities, differentiation, enrichment, acceleration, or additional supports.