High ability refers to people who process information quickly, learn rapidly or reason at an advanced level, whether or not they were ever formally labelled “gifted.” High‑ability individuals can thrive or struggle depending on how well their environments match their pace, interests and support needs. This High‑Ability Learning Hub gathers articles, research summaries and resources on high cognitive ability, wellbeing and overlap with neurodivergence. It is for adults and families exploring how high ability interacts with mental health, identity and everyday life.
🏗️ High Ability courses are in development.
Launch: early 2026
The Giftedness theme will follow the Sensory Overload structure:
Basics, Personal Deep Dives, Coping Strategies, Science & Research, and Support.
We are already publishing articles on giftedness.
You can find them here.
Giftedness Courses
🧭 Giftedness Basics
Short, clear lessons explaining what giftedness is (and what it isn’t), how it can look very different across people, why asynchronous development (being ahead in some areas and behind in others) matters, and how giftedness can hide behind underachievement, masking, or burnout.
🪞 Your Giftedness: A Personal Deep Dive
A reflective course for mapping your own profile: your cognitive strengths, emotional intensity, sensitivities, values, and patterns in school, work, relationships, and creativity. Helps you find language to describe your giftedness in a way that actually fits you.
🛠️ Giftedness Coping Strategies
Practical tools for everyday life: managing overthinking and rumination, dealing with boredom and stimulation needs, setting realistic standards, handling impostor feelings, navigating social mismatch, and protecting your energy to reduce burnout.
🔬 Giftedness Science & Research
Accessible summaries of research on giftedness, high ability, twice-exceptionality (2e), emotional intensity, creativity, and motivation. Focused on what the science says about learning, wellbeing, and why gifted people may be more vulnerable to anxiety, depression, and burnout.
🤝 Supporting Someone Who Is Gifted
Guidance for parents, partners, friends, teachers, and professionals: how to support a gifted child, teen, or adult; how to respond to intensity and perfectionism; how to balance challenge and safety; and how to care for yourself while supporting someone who feels and thinks so deeply.
✨ Early Access & Membership
When you join the Full Access Membership, you gain unlimited access to all current themes. Giftedness courses will be added to your account automatically once they launch, and your price stays the same for as long as you remain a member.
📚 High‑Ability Research Reference Library
Scientific studies on high cognitive ability, mental health, social‑emotional development and overlap with neurodivergence.
🧠 High Cognitive Ability & Mental Health
Czerwiński, S. K. (2024).
Mental health of intellectually gifted individuals: Investigating the nonlinearity of the relationship between intelligence and general mental health
Uses data from the 1970 British Cohort Study to test whether very high intelligence changes the usual “higher IQ = better mental health” pattern; overall mental health is similar or better at high IQ, but some unique issues appear at the extreme high end. PMC
Williams, C. M., et al. (2023).
High intelligence is not associated with a greater propensity for mental health disorders
UK Biobank study (≈261,500 people) showing that people 2 SD above average intelligence do not have more mental health disorders; high intelligence is actually protective for general anxiety and PTSD. PMC
Lavrijsen, J., & Verschueren, K. (2023).
High Cognitive Ability and Mental Health: Findings from a Large Community Sample of Adolescents
In 3,409 12‑year‑olds, adolescents with high cognitive ability (IQ ≥ 120) were not at increased risk of emotional or behavioural problems; if anything, outcomes were slightly better, though those formally labelled as gifted reported more difficulties. PMC
Bridger, E., & Daly, M. (2019).
Cognitive ability as a moderator of the association between social disadvantage and psychological distress
In a UK population sample (n ≈ 28,000), high cognitive ability buffers the impact of early‑life social disadvantage on adult depression and psychological distress. Cambridge University Press & Assessment
🌿 Social‑Emotional Development & Adjustment in High‑Ability Students
Reis, S. M. (2024).
Current Research on the Social and Emotional Development of Gifted and Talented Students: Good News and Future Possibilities
Review paper concluding that high‑ability students are generally at least as well adjusted as other youth, while also facing specific risks (boredom, perfectionism, mismatch with school, twice‑exceptionality) when needs aren’t met. Gifted Media
Rocha, A., et al. (2024).
Differences in socio-emotional competencies between high-ability students and typically-developing students
High‑ability schoolchildren reported more dissatisfaction with peer relationships and school experiences, and somewhat lower emotional regulation, pointing to the importance of targeted social‑emotional support. Frontiers
Papadopoulos, D. (2021).
Parenting the Exceptional: Social-Emotional Needs of Gifted and Talented Children
Review of how parenting style, expectations and support shape the social‑emotional adjustment of high‑ability children, including risks from authoritarian parenting and protective effects of warm, responsive parenting.
⚡ High Ability, Overexcitabilities & “Hyper‑Brain / Hyper‑Body”
Karpinski, R. I., et al. (2018).
High intelligence: A risk factor for psychological and physiological overexcitabilities
Survey of American Mensa members (top 2% IQ) finding higher self‑reported rates of mood disorders, ADHD, autism and immune‑related conditions, leading to the “hyper‑brain / hyper‑body” hypothesis—but with strong sampling bias compared to population‑based studies.
Harrison, G. E., & Van Haneghan, J. P. (2011).
The Gifted and the Shadow of the Night: Dabrowski’s Overexcitabilities and Their Correlation to Insomnia, Death Anxiety, and Fear of the Unknown
Middle and high‑school adolescents with high ability reported more insomnia, fear of the unknown and some overexcitabilities than peers; higher overexcitability scores were associated with higher anxiety and sleep problems.
🧩 High Ability, Behavioural / Socio‑Emotional Disorders & Neurodivergence
Tasca, I., et al. (2024).
Behavioral and Socio-Emotional Disorders in Intellectual Giftedness: A Systematic Review
Systematic review (19 studies) examining links between high IQ / high ability and internalising, externalising and social problems; overall evidence is mixed, with some studies finding more difficulties, others fewer, and context/methodology making a big difference.
Doobay, A. F., et al. (2014).
Cognitive, Adaptive, and Psychosocial Differences Between High Ability Youth With and Without Autism Spectrum Disorder
Compares high‑ability youth with ASD to high‑ability peers without diagnoses, showing distinct adaptive and psychosocial profiles—illustrating what “twice‑exceptional” (2e) high‑ability autistic students can look like in practice.
Bishop, J. C. (2020).
The potential of misdiagnosis of high IQ youth by practicing mental health professionals
Mixed‑methods study highlighting how high‑IQ/high‑ability youth may be misdiagnosed (or have ND conditions overlooked) when clinicians don’t distinguish between traits of high ability, stress responses, and genuine psychiatric symptoms.
Gifted & Twice-Exceptional External Resources
🌟 Davidson Institute – Gifted & 2e Resources
https://www.davidsongifted.org
One of the leading organisations offering research-based guidance on giftedness, twice-exceptionality, educational support, and cognitive development.
🧠 SENG – Supporting Emotional Needs of the Gifted
https://www.sengifted.org
Expert articles, webinars, and community resources focusing on mental health, perfectionism, identity, and emotional regulation in gifted adults and children.
📘 Hoagies’ Gifted Education
https://www.hoagiesgifted.org
Large, well-organised library of articles, research, 2e information, cognitive profiles, and support strategies relevant to gifted and neurodivergent individuals.
🔬 Gifted Research & Outreach (GRO)
https://gro-gifted.org
Research organisation focusing on the neuroscience, psychology, and developmental trajectory of giftedness and twice-exceptionality.
🌍 2e Center for Research & Professional Development
https://2ecenter.org
Research-based tools and training focused specifically on twice-exceptional students and adults, including profiles that combine giftedness with ADHD or autism.
📗 NAGC – National Association for Gifted Children
https://www.nagc.org
US-based organisation providing scientific information, policy guidance, developmental insights, and gifted/2e advocacy.
📰 Psychology Today – Gifted & 2e Topics
https://www.psychologytoday.com
Public-facing articles on identity, emotional intensity, perfectionism, asynchronous development, and gifted–neurodivergent overlap.
🏫 Eide Neurolearning – Twice-Exceptional Research
https://www.neurolearning.com
Research and clinical insights into 2e profiles, learning differences, cognitive strengths, and neurodevelopmental overlap.
📘 World Council for Gifted & Talented Children
https://world-gifted.org
International organisation sharing research, conferences, and global guidance on giftedness and twice-exceptionality.
🌏 Australian Association for the Education of the Gifted & Talented (AAEGT)
https://www.aaegt.net.au
Guidance, policy, and educational resources for gifted and 2e individuals across Australia.
Learning Hubs
Neurotype hubs:
⚡ Neurotype | ADHD
🧠 Neurotype | Autism
🧠 Neurotype | AuDHD