Gifted with Joy

The charter of Gifted with Joy paints a clear picture of the rights that the association staunchly believes should be bestowed upon gifted children. It further illuminates how gifted children stand apart from their peers, thereby emphasising the need for special measures to be taken by parents, teachers, and counsellors.

These aren't extra privileges that other children are devoid of. They stem from our observation that respect for the rights of gifted children sometimes falls by the wayside and their unique emotional and educational needs may go unmet if they diverge significantly from those of other children.

Pledging commitment to the charter is a stepping stone for joining Gifted with Joy.


Gifted children have the right to

thrive and be happy

stumble and make mistakes

Gifted children aren’t necessarily adept at everything. They, too, must embark on a journey of learning before they acquire knowledge.

not necessarily be high achievers

Gifted children aren't always the top of their class or the most industrious

learn something new each day

School and home should ignite a spark of curiosity, pose challenges, and provide unwavering support. Skills once mastered should be celebrated.

have access to competent adults

Parents and professionals should have ready access to information and knowledge to better comprehend these children's unique needs.

be self-confidet and comfortable in their own skin

Being gifted should be an accepted norm, not an exception. Children should be embraced with respect and understanding.

be supported by parents, teachers, and other mentors

Gifted children often demonstrate an early eagerness to pursue and amass knowledge, which can lead them down a path where they believe they must shoulder everything on their own.

delve deep into their areas of interest

They should feel free to share their passions with peers and adults without the looming fear of bullying or exclusion.

be children

Gifted children should be able to find like-minded peers and forge friendships. It’s important for their environment to harbour realistic expectations – they may still wish to play, despite their advanced academic knowledge for their age.

be aware of their giftedness

Gifted children often perceive their difference early on and yearn for an understanding of its implications.

be neurodiverse

Gifted children can be twice exceptional, grappling with physical or mental conditions such as visual impairment, dyslexia, or autism, which pose additional hurdles in their daily lives.

be acknowledged as whole individuals

Definition of Giftedness

We have chosen to adopt the following definition of exceptional giftedness, as it extends beyond pure cognitive ability. It takes into account that these children perceive and interact with the world in a manner that deviates from the average.

“Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order for them to develop optimally”

Columbus Group, 1991