Rural Exceptional Student Talent Opportunities, Resources, & Experiences
SOCIAL, EMOTIONAL, & BEHAVIORAL LEARNING RESOURCES
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"Emotions cannot be treated separately from intellectual awareness or physical development. All three intertwine and influence each other. Gifted children's thoughts and emotions differ from those of other children, and as a result they perceive and react to their world differently."
--Annemarie Roeper
Typically, when talking about high ability learners, the focus is primarily on traditional intelligence. Today, it's clear that we also need to focus on emotional intelligence. Emotional intelligence is the ability to recognize, understand, and manage our own emotions, and to recognize, understand, and respond to the emotions of others. In looking at fostering emotional intelligence, we need to focus on social, emotional, and behavioral learning. This may be particularly important when we consider that high ability learners may be likely to have asynchronous development (meaning their emotional development may lag behind their intellectual development) and/or have mental health challenges. We want to ensure that we are appropriately identifying and addressing through a system of problem solving, any social, emotional, and behavioral concerns present in our students. This is a system we should have in place for ALL students, that will serve to meet the needs also of our high ability learners, so that they can maximize their success in school.
The implications of not meeting the needs of HAL students may exacerbate their tendencies toward depression, anxiety, suicidal ideation, or other mental health disorders (ie. neurotic perfectionism, supersensitivity, social isolation, sensory overexcitability, poor self esteem, etc.). Social, emotional, and behavioral learning in schools within a multi-tiered framework becomes a preventative and protective factor against mental health disorders.
Affective Characteristics of High Ability Learners
Hypersensitivity
Overexcitabilities/Intensities (Psychomotor, Imaginational, Intellectual, Emotional, Sensory)
Divergent Thinking
Asynchronous Development
Quick to Frustration
Perfectionism
Twice-Exceptionalism
Affective Characteristics of High Ability Learners
(Inborn tendencies to respond to stimuli with more intensity, awareness, and sensitivity)
Psychomotor
Psychomotor
Characteristics
competitiveness, compulsive organizing, compulsive talking, impulsivity, physical expression of emotions, prefer fast action & sports, nervous habits/ticks, rapid speech, sleeplessness
Strategies
• Allow time for physical & verbal activity
• Build movement into the day (purposeful, acceptable, beneficial)
• Provide time for spontaneity, free-wheeling, open-ended activities.
Imaginational
Imaginational
Characteristics
daydreaming, fear of the unknown, good sense of humor, imaginary friends, love of fantasy, love of poetry/music/drama, vivid dreams
Strategies
• Imaginational folks may sometimes confuse reality and fiction. Memories and new ideas may become blended in their minds.
• Teach students to implement a mental "stop sign."
• Write/draw the factual info. before they add embellishments.
Intellectual
Intellectual
Characteristics
analytical thinking, asking probing questions, avid reading, concentration (can maintain effort), deep curiosity, independent thinking, love of learning/knowledge, love of problem solving, theoretical thinking
Strategies
• Show how to find answers to questions.
• Provide/suggest ways for students to act on moral/ethical issues that they may identify (collect for the food bank, write letters to soldiers, etc.)
• For students who come across as "critical/outspoken" to others, help them to gain perspective on how they are perceived.
Emotional
Emotional
Characteristics
anxiety/depression, concern for others, "BIG" emotions (physical response), strong memory of feelings, feelings of guilt/responsibility, feeling inadequate/inferior, heightened sense of right/wrong, loneliness/need for security, difficulty with change, timidity/shyness
Strategies
• Teach students to anticipate emotional reactions and plan responses.
• Accept all feelings, regardless of intensity. It is real to them! We validate FEELINGS, not BEHAVIORS and help them to process.
Sensory
Sensory
Characteristics
sensitive to smells/tastes/textures of foods, tactile sensitivity to how materials feel on skin (clothing, tags, etc.), appreciation of beauty (writing, music, art, nature, etc.), crave pleasure/comfort
Strategies
• Strive for an environment that limits offensive stimuli.
• Create a soothing environment.
• Provide "opportunities for the limelight" (unexpected attention, facilitate activities with an audience to provide recognition).
General Strategies
Classroom Management
Make everyday a SPA day!
(Structure, Positivity, Accountability)
Authentic Relationships
- Be intentional & authentic.
- Make yourself find common interest.
- Find opportunities for belonging & community building.
- Avoid unnecessary power struggles.
- Know your kids' overexcitabilities.
Growth Mindset
- Convey courage to try new things with a focus on effort over outcome.
- Encourage intellectual risk-taking.
- Reward attempts and persistence on challenging tasks.
- Reflect on value of mistakes and learning that comes from them.
- Open-ended class discussions, Socratic seminars (formal discussion).
Social & Emotional Development
SELF-TALK: Modeling and encouraging positive, growth-oriented self-talk.
REFRAME: Challenge beliefs around abilities and identity that may have negative impacts on students.
HUMANITY: Help them reflect on all parts of their identity
RESOURCES
Behavior Bites with Brad & Mike
A YouTube Channel helping teachers crush classroom management—one video at a time! 🎓 ESU2 SEBL Coaches Mike Feit (mfeit@esu2.org) & Brad Hoffman (bhoffman@esu2.org) are here to make your school days smoother and more positive with fun, no-fluff videos packed with real strategies that actually work. 🌟 From behavior interventions to positive reinforcement hacks, they’re all about giving you easy wins and fresh ideas to keep your classroom running like a dream. 💪 Whether it’s tricky behaviors or just keeping the vibe right, they’ve got your back. Let’s build classrooms where everyone feels good and learns even better—one simple skill at a time! ✨
In June 2025 ESU2 hosted an all-day workshop called "The Lighter Side of SEBL." The day included a book store, where multiple SEBL titles at a variety of reading levels, from preschool to adult, were offered to participants. The RESTORE team has secured a copy of each of these titles, which are now available to all of our RESTORE districts. Click the graphic to the left to access a full list of available books. Click HERE to access the SEBL Checkout Form. Once submitted, books will be delivered to you as soon as possible. Contact RESTORE Instructional Coach Dave Privett at dprivett@esu2.org if you have any questions.
The Emily Kircher-Morris podcast, "The Neurodiversity Podcast," aims to redefine "normal" by showcasing the unique talents of neurodivergent individuals. It features interviews with professionals in psychology, education, and technology, and has produced over 100 episodes since its launch in 2018. Emily is a Licensed Professional Counselor (LPC) in O'Fallon, Missouri, a suburb of St. Louis
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