Introduction to Mensa Gifted Youth
In the context of Mensa, both children and adults are referred to as “gifted” if they have scored within the top 2% of the population on a recognised intelligence test.
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How is giftedness in children and young people defined?
There are many definitions but here is one that is often quoted:
How is giftedness in children and young people defined?
There are many definitions, but here is one that is often quoted:
Why do really smart kids need support?
In Mensa, we believe that whether children and students have learning difficulties, average intelligence or an IQ in the top 2% of the population, they will all benefit from the appropriate kind of help along the way in order for them to reach their full potential.
While some children find certain academic subjects to be rather challenging, not feeling challenged enough is the problem that gifted children often have to cope with.
It is often the case that school personnel do not have the training or resources to provide additional teaching support for students at either end of the academic ability scale. For gifted students, lack of academic challenge can lead to long periods of boredom, which in turn can lead to indifference, disillusionment and disengagement – to the extent that gifted students skip classes and, in some cases, quit school altogether.
They also benefit from intellectual and social connection with like-minded peers. Finding others who share their interests, level of understanding and sense of humour can be essential for gifted students to feel understood and accepted. Peer relationships help nurture vital social skills and allow gifted children to express themselves fully without fear of judgement. Without these connections, gifted children may feel isolated and out of sync, potentially leading to social difficulties and hindering their overall development.
“Twice-exceptional” children and young people face additional challenges.
When an individual not only demonstrates giftedness but also possesses one or more learning differences, physical disabilities, or disturbances (neurodevelopmental or other), they are referred to as “twice-exceptional” or “2E”. These individuals exhibit cognitive abilities well above average, alongside challenges in learning, behaviour or emotions that necessitate additional support.
Mensa Gifted Youth programs provide children and young people with the extra support they often need to develop their individual capabilities – additional assistance that we believe all students worldwide should receive.
Mensa Gifted Youth Resources
Hot Topic Sheets
The views and approaches shared in these Hot Topic sheets reflect the diverse perspectives of Gifted Youth educators from around the world. Since attitudes, methods, and priorities in giftedness education can vary greatly across countries and regions, the content presented here does not necessarily represent a unified position — even within Mensa’s own Gifted Youth community.
These sheets are offered as a resource to spark ideas, share insights, and provide support to giftedness educators both within and beyond Mensa.
Click on a Hot Topic sheet below to read a summary and to find a link to the full article.
Gifted traits such as curiosity, creativity, problem-solving skills, abstract thinking, and persistence can be nurtured through STEM activities. Projects are an effective way to get students involved in authentic STEM practices. Engagement in authentic projects helps gifted students develop their STEM skills and prepares them for future education and careers in these high-needs fields.
Gifted children may also experience one or more associated issues: physical deficits, neurodevelopmental disorders or other neurodiversities. In this case, the child is defined as twice-exceptional (2E). It is important to promptly recognise the presence of twice exceptionality, so that the necessary support can be provided. The diagnosis may be complex, as the child’s high intelligence may compensate for the deficit, and because every 2E child has unique characteristics.
The integration of ChatGPT into the educational toolkit offers more than just academic benefits: it prepares gifted children for the challenges of the future. By engaging with this platform, students enhance their problem-solving capabilities and cultivate an analytical mindset essential for navigating the complexities of the modern world.
Gifted students can sometimes be the target of myths or prejudice. These are the main ones: gifted students are top of the class; they are brilliant at maths; they don’t need special help at school; they are encouraged by their parents; and they have behavioural or relational issues.
Gifted children share common traits but are unique in their characteristics and intensities. They learn quickly, show curiosity, think abstractly, and may display heightened sensitivity. Some struggle socially, masking their traits or facing difficulties forming friendships. Early identification through psychological assessment, like the WISC test, helps parents understand and support their child’s needs. Encouraging their curiosity, emotional awareness, and accommodating their learning style is crucial, as high intelligence does not always equate to academic success.
The article discusses academic acceleration as an effective strategy for gifted students to progress through educational content faster based on their advanced abilities. Supported by decades of research, acceleration includes options like grade-skipping, subject-specific advancement, and early entrance programs. This article contends that, contrary to common concerns, studies show that accelerated students benefit socially and emotionally when matched with intellectual peers.
However, decisions should be guided by comprehensive assessments rather than just age or grade expectations. Resources like the Iowa Acceleration Scale and the Integrated Acceleration System assist parents and educators in making informed choices.
Mensa Gifted Youth
Mensa International has a Gifted Youth Committee, which is an appointed team of people from across the world who support the needs of gifted youth in the areas of education, policy and advocacy. In general, they work to support gifted youth initiatives and to provide a centralised body that facilitates the exchange of practices, ideas and information about gifted youth programs in national Mensas. In addition, they assist the Mensa International Executive Committee on matters relating to gifted youth globally.
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