Beyond the norm: Navigating the social-emotional terrain of parenting highly to profoundly gifted children in the early years

Parents of highly to profoundly gifted (HG/PG) children face unique challenges that remain underexplored in the literature, particularly during the early years. This exploratory qualitative study examined the experiences, challenges, and needs of parents of HG/PG children related to their child’s social and emotional development. Guided by an interpretive phenomenological framework, semi-structured interviews were conducted with 12 parents of children aged 5–8 identified through formal evaluation and assessment as demonstrating exceptionally advanced intellectual ability. Data were analyzed using thematic analysis. Two of the four themes that emerged are highlighted in this paper: (a) seeking community and support, and (b) misunderstandings and misconceptions of HG/PG children. The findings revealed parents’ feelings of isolation and the need for reliable information and professional guidance. Misunderstandings from educators, family, and the public further contributed to stress and feelings of loneliness. These findings suggest a need for parent access to trained counselors, school-based workshops, and access to networks and resources. Implications for practice and future research are discussed. The study adds to our understanding of what it means to raise a highly or profoundly gifted child and emphasizes the value of providing families with the resources and understanding they need.