Articles on High Ability, Neurodivergence, Learning and Development

In brief Some children show advanced development very early. This may include early reading or maths, complex language, unusual curiosity or a preference for older children. Assessment can help when parents need to make a real decision, such as choosing a setting or school, considering exceptional early entry, understanding an uneven profile or providing evidence to support discussions with their child's setting or school. Young children can be assessed with hands-on, varied

In brief Doing well does not always mean being challenged. More work is not the same as harder thinking. “Greater depth” does not always mean enough challenge. Look for boredom, rushing, careless mistakes or finishing very quickly. Children also need to learn how to cope when work is difficult. Ask: “What is my child learning that is genuinely new?” Good challenge develops persistence, independence and learning skills. If you are unsure, consultation or assessment may help cl

In brief A cognitive assessment looks at how a child thinks and reasons, not just at one IQ number. It can show strengths and differences across areas such as verbal reasoning, visual-spatial skills, fluid reasoning, working memory and processing speed. The Full-Scale IQ can be useful, but it may not tell the whole story when a child has a very uneven profile. Other scores, such as the General Ability Index (GAI), can sometimes give useful additional information about reasoni

In brief Your child can be very able without showing high attainment at school. Some children are missed because the work is too easy, they do not volunteer what they know, or they try not to stand out. Girls, quieter children, children with uneven profiles and twice-exceptional children can be especially easy to overlook. Differences between home and school do not necessarily mean anyone is wrong, they often mean the child is showing different things in different environment