Insights into Gifted Development: The Influence of Childhood, Learning Environments, and Family from Gifted Adults Perspectives

Abstract

This study, employing an interpretative qualitative method, explored the childhood experiences of 34 gifted adults aged 26–50, aiming to understand how these early encounters shaped their lives. Themes emerged from semi-structured interviews, encompassing the gifted adult today, childhood experiences, ‘my second childhood’, and giftedness from a mature perspective. The majority expressed a connection with like-minded individuals and a desire to work with those who stimulate creativity and learning. While pull-out programs enriched knowledge and skills, the label “gifted” often led to social and emotional challenges, particularly in regular school settings. The participants highlighted supportive family environments and unique relationships with parents and grandparents. Many believed their talents, often rooted in genetics or upbringing, extended beyond measurable tests. Notably, respondents expressed a sense of unfulfilled giftedness in adulthood. The findings contribute to understanding giftedness theoretically and provide practical insights for education ministries, educators, and families in designing programs for gifted individuals.

1. Introduction

Most studies in the field of gifted education have focused on characterizing the learning environment, positions, and perspectives of teachers and students, as well as on aspects of educational programs for gifted students. Additional studies have examined thinking skills. In contrast, research on gifted adults is still rare (Schlegler, 2022), with very few examining childhood experiences or current introspection on the meaning of being “gifted adults”.

Despite being the shortest period of life, childhood exerts a major influence on an individual’s life as an adult and therefore should be examined. Gifted adults, in particular, often have ambivalent feelings about their childhood (Freeman, 2010; Pollet & Schnell, 2017). Thus, it is important to characterize the experiences of gifted adults by focusing on certain cognitive, social, and emotional aspects of their childhood. This characterization is likely to assist decision makers and educators to develop and/or implement required changes in educational programs for the gifted and in training programs for teachers of the gifted. Moreover, it is likely to assist in understanding that we have a moral obligation to nurture this population and that gifted individuals are an inseparable part of the human tapestry that makes us a society. Given the limited existing knowledge on the developmental trajectories of gifted adults, this study aims to expand and strengthen the current body of research by characterizing their childhood experiences and exploring how these experiences have influenced their adult lives.

2. Literature Review

2.1. Giftedness—A Spectrum of Definitions

The body of knowledge dealing with gifted education offers a broad spectrum of definitions for the term “gifted”. Terman and Oden (1947) related giftedness to a measurable level of intelligence. In contrast, in line with Renzulli’s (1998) Three-Ring Conception of Giftedness, giftedness is not defined solely by cognitive or intellectual abilities. Rather, it is viewed as the interaction among above-average ability, creativity, and task commitment. This broader perspective marked a shift away from earlier, IQ-centric definitions of giftedness and laid the foundation for a more multidimensional understanding. Renzulli (2002) broadened his definition of giftedness, citing the importance of awakening social awareness among gifted individuals and the need to contribute to and advance the community and society in which they live.

Tannenbaum (2003) claimed that there are two types of gifted individuals: one type generates ideas and the second actually implements ideas and innovations. He proposed a model of five elements necessary for the potential of giftedness in childhood to be fulfilled productively in adulthood: (1) high intellectual ability; (2) unique ability in a specific field; (3) non-cognitive characteristics such as motivation and the ability to make sacrifices for worthy goals; (4) dedication of personal time for the good of the public; and (5) supportive environment and opportunities. Similar to Tannenbaum, Gagné (2004) claimed that opportunities play an important role in developing the talents of gifted individuals, in addition to environmental catalysts (e.g., parental support, prizes, enrichment programs) and internal personal catalysts (character and desires).

Sternberg (2024b) noted that giftedness is not merely a characteristic inherent to individuals but also a social collective construction. He emphasized the aspect of cultural difference in relation to giftedness. Sternberg (2020) also distinguished between transformationally gifted individuals, who focus on making a positive and transformative difference, and transactionally gifted individuals, who focus on systems of reward and punishment. Transactionally gifted individuals may indeed make a positive difference, but they do so because of the rewards that can result from their actions. In contrast, transformationally gifted individuals are driven by the difference they make rather by than the rewards they receive. In general, members of the National Association for Gifted Children in the US claim that children are considered gifted if they have extraordinary abilities relative to their peers (NAGC, 2019). Giftedness may be expressed in only one field or in many. Giftedness should also reflect society’s values, be unique for a particular knowledge area, and represent the consolidation of biological, pedagogical, psychological and psycho-social factors (Subotnik et al., 2011). Expressed differently, giftedness should be recognized as a holistic undertaking that accompanies a person throughout life (Keating, 2009).

2.2. Influences of Learning in Gifted Settings and/or Acceleration

Gifted adults testify to the positive cognitive and social benefits of childhood participation in gifted pull-out programs and full-time gifted classes. Watve (2008) found that gifted adults who were enrolled in gifted programs during childhood had a significant advantage in terms of academic and social achievements over gifted adults who did not participate in gifted programs. Moreover, starting school earlier than the accepted age has been found to be a positive emotional experience for gifted children (Perrone et al., 2010). Similarly, promotion in the form of skipping a grade among gifted children talented in a specific field (e.g., mathematics) has productive influences upon adults who have chosen to work in the fields of science, technology, environment, and mathematics (Park et al., 2012). Kim (2016) demonstrated similar positive results in her study examining the influences of participating in pull-out programs. These programs enable gifted children to learn at their regular school, while spending one day a week in an enrichment setting where they are exposed to diverse fields and engage in independent learning in their area of interest. These programs also enhance development of creativity, critical thinking, and meta-cognitive and research skills, (Fiddyment, 2014; Miedijensky, 2018; Miedijensky & Tal, 2016). Some researchers claim that it is a mistake for gifted children to learn in special settings, even if only one day a week. Nonetheless, it is important to note that environments tailored to gifted students generally have teaching staff specializing in gifted children (Miedijensky, 2018) and are designed to encourage individual and social responsibility, promote acceptance of the other and of differences, respond to differences among gifted children themselves, and facilitate development of skills crucial for the twenty-first century (NAGC, 2019). These educational interventions increase the likelihood that individuals will pursue highly influential careers and make creative contributions (Lubinski & Benbow, 2021).

2.3. Influences of the Family on the Gifted Child

The family is typically the primary factor influencing a child’s development and adult life (Olszewski-Kubilius, 2018). Therefore, while the intelligence level of a gifted person is undoubtedly important, it alone is insufficient to determine success or lack of success in adulthood (Miedijensky & Grinshtain, 2024; Rodríguez-Fernández & Sternberg, 2023). Additional critical factors include the living environment, the parents’ socioeconomic status, the influence of siblings and other relatives, and whether the child suffered trauma or physical or emotional abuse. Terman (1954) compared gifted adults who succeeded in life to those who did not reach their potential and found that in the first group, 50% of the parents (fathers during that period) had academic degrees, whereas in the second group only 15% of the fathers had an undergraduate degree. Participants in the first group grew up in homes with 50% more books than the homes of the second group. Nonetheless, these factors alone are insufficient to have a major impact. Clearly, parent-child interaction in general, and parenting style in particular, influence the social skills of gifted individuals. A study of 1500 gifted adolescents found that they viewed themselves as having good interpersonal skills (Olszewski-Kubilius et al., 2014). They were able to initiate conversations and create and preserve relations with gifted and non-gifted peers alike. In addition, the findings demonstrated that the majority of participants had good relations with their parents, who demonstrated flexibility and openness with regard to their children’s education and recognized their children’s talents. Garn et al. (2010) reported similar findings. Parents of gifted children provided a home environment that nurtured their children’s abilities and maintained their curiosity, together with thoughtful and empowering facilitation and direction. The parents reported that their obligation to reflect reality to their children was a matter that they took seriously. Yet more than half reported that the school did not provide a response to their children’s talents, so that the children were not motivated to learn. Of course, there are gifted adults with unique achievements who were reared in families in which they experienced violence and/or trauma (Freeman, 2010).

2.4. Characteristics of Gifted Adults

In 1921, Terman began a long-term study of 1500 11-year-old gifted children with an IQ of 135 and over. The final data collection in 1999 revealed that 97% of the participants had lived to the age of 80 or older. In demonstrating that the majority of participants were healthy and successful (Terman & Oden, 1947), Terman was one of the first researchers to refute the common assumption that the gifted population was weak and strange. Nonetheless, it is important to note that the study findings are limited. The sample included only children from white middle- or upper-class families and was therefore not representative of the general population, such that the influence of the children’s environment may have been greater than that of their IQ.

Gifted adults have been shown to possess complex intellectual abilities (Lang et al., 2019) and strong divergent thinking skills. They demonstrate flexible thinking by approaching tasks from multiple perspectives and generate a greater number of relevant responses, exhibiting fluency and elaboration through rich and detailed ideas (Angela & Caterina, 2022). They are self-directed, persevering, sensitive, and able to distinguish patterns of development and trends. They are known as justice seekers and perfectionists, and often have difficulty understanding others and working and dealing with authority figures, while having a unique sense of humor (Lovecky, 1986; Roeper, 1991). Research shows that the high intellectual capabilities of gifted individuals predict success in higher education and in professional occupation. For example, Lubinski et al. (2006) found that out of 286 men and 94 women, over 50% of both genders held doctorates in philosophy or medicine. Lubinski et al. (2014) studied gifted adults for four decades after the age of 13 and found that these gifted individuals matured into contributors to society and assumed key positions, especially in the fields of science, technology, engineering, and mathematics.

The literature indicates that gifted adults are most satisfied with their work when they are self-employed or are leaders in their field or company, or as long as they are able to exercise autonomy (e.g., Persson, 2009). Notwithstanding these findings, for many gifted adults, choosing a career path can be problematic given their multiple interests and talents. In addition, not all gifted adults work in academic fields or become pathbreakers in scientific or other areas. Among these are adults who chose a lifestyle that does not necessarily highlight their unique talents and those who chose to stay home and rear their children (Freeman, 2010). Based on these considerations, the present study seeks to explore the following research question: How do gifted adults reflect on their childhood, and in what ways have their early experiences as gifted individuals influenced their development into adulthood?

3. Method

This study adopted the interpretative qualitative method (Savin-Baden & Major, 2013), with the goal of revealing participants’ in-depth perspectives on giftedness and on their childhood as gifted children. Semi-structured interviews were conducted with 34 gifted adults aged 26–50 (19 men and 15 women). In this study, a “gifted adult” was anyone over the age of 26 who had been identified as gifted in childhood. While 18–25-year-olds are also considered adults, most of them are still developing their autonomy and solidifying their identity during this period (Arnett, 2000). Hence, this age range was not included in the study. The interviewees were selected according to psychological homogeneity (Robinson, 2014; Simonton, 1999). In the current study, this meant adults identified as gifted during childhood on the basis of Ministry of Education tests. The initial test is conducted within the school environment. All students are eligible to participate, and parents are informed in advance, allowing them the option to opt out. This stage assesses general cognitive abilities, including verbal and mathematical reasoning. Based on the results, a select group of students is recommended to proceed to the second stage. The assessment in the second stage includes multiple sections: Mathematical Reasoning, Verbal Comprehension, Analogical Thinking, General Knowledge and Visual-Spatial Reasoning. Parents are notified of their child’s eligibility for gifted programs based on the assessment outcomes. Participation in these programs is optional. Convenience sampling was used to identify an initial group of ten participants (Robinson, 2014) and snowball sampling was used to recruit additional participants. As adults, the participants now live in various countries, including USA (16 gifted adults), Western Europe (6 gifted adults) and Asia (12 gifted adults).

The interviews were prearranged and lasted from an hour to an hour and a half. The questions referred to marital status, professional career, character traits, childhood experiences, learning environments in which they studied, and how environment and family influenced their personal and professional development until they reached adulthood. A thematic analysis of the data was conducted in accordance with Braun and Clarke (2006). The participant perceptions were coded, analyzed, and classified according to the following themes: gifted individuals in adulthood; experiences from childhood; “my second childhood”, and giftedness—a mature perspective. A two-phase validation process was conducted involving two expert researchers in gifted education. The first phase included an inductive analysis carried out independently by both researchers. Each researcher analyzed three interviews, after which a meeting was held to review the analyses. A discussion was conducted regarding the proposed themes, and the agreement between the two researchers reached 90%. This process aligns with recommendations for inter-rater reliability in qualitative research, where thematic agreement between coders is used to ensure credibility and consistency (Miles et al., 2014; Nowell et al., 2017). In the second phase, the remaining interviews were independently analyzed based on the themes agreed upon in the first phase. At the end of this phase, the analysis process was reviewed again, and full agreement (100%) was achieved regarding the classification and thematic assignment of the citations. This approach follows the principles of thematic analysis as outlined by Braun and Clarke (2006), emphasizing the iterative refinement of themes to ensure trustworthiness in qualitative research.

Throughout the study, research ethics were strictly observed, including obtaining informed consent from all participants, preserving two-way communication, and maintaining full confidentiality of interviewees and all persons they recalled during their interviews (Marshall & Rossman, 2014).

4. Results

4.1. Gifted Individuals in Adulthood

This theme includes interviewee expressions related to marital status, current professional work, and personal character traits. Most of the participants were married with children. All worked in academia or other settings (e.g., industry, educational institutions, military, self-employed) or were studying toward an advanced degree. Of the interviewees, 86% indicated they were satisfied with their career field. The following are examples of expressions in this theme:

I have a master’s degree in law. I am satisfied. The work is with interesting people. I do research as well as practical work, a combination of two worlds. If a topic no longer interests me, I can choose different directions. It challenges me intellectually. I must demonstrate writing ability, oral skills, interpersonal skills. Every day is different. Truthfully, I hadn’t thought about this direction when I was a young girl. I pretty much came to this by chance.

(Interviewee 3.5, female)

“Today, I live in a cooperative commune of artists and educators. I work in guiding, education, etc., and also in the music profession, writing, composing and more. I established a 20-member orchestra”. (Interviewee 3.2, male)

Only three interviewees indicated that they felt they had not fulfilled themselves professionally, and two shared that they would like to make a change:

“As a gifted adult, I have guilt feelings that I did not fulfill my life mission or give expression to my musical talent by becoming a composer or famous musician”. (Interviewee 3.4, female)

Today I am a high school teacher. I worked in education and counseling and decided to become a teacher. I somewhat regret that now, the lack of scientific research or discovery. Despite my age, I am considering leaving, perhaps to become self-employed.

(Interviewee 3.8, female)

Today I work in a high-tech company, I am not allowed to say exactly what I do. All in all, I have no complaints. The work is not easy because of the hours and sometimes I feel worn out. I also have no time to meet a partner.

(Interviewee 3.6, female)

With regard to character traits, the interviewees mentioned strengths and weaknesses. The majority noted that they have good emotional intelligence and know how to get along with different people:

The social and interpersonal side is my strongest side. In every group I’ve been in, including now, I am always first on those parameters. This is a strength that has been with me all my life. It comes together with learning ability. In many settings I am relatively strong in my ability to learn and understand things happening around me. I am strong in emotional intelligence.

(Interviewee 3.9, male)

I believe my strengths lie in my high level of interpersonal communication skills and my ability to understand and draw conclusions quickly. Whether with regard to work or personal relations, I feel I am able to speak with people from diverse fields and cultures and convey ideas and thoughts pleasantly and practically. In all the professional environments I’ve been in, I always knew how to communicate with the engineers around me, the technicians and sub-contractors in charge of development, the patent agents, lawyers, and managers at various levels. On the personal level, I can’t remember a social situation in which I felt out of place or didn’t know how to communicate with my immediate surroundings.

(Interviewee 4.1, male)

The majority of the participants also noted their ability to grasp things quickly as an advantage enabling them to cope with different problems and advance professionally. They mentioned this trait alongside discipline and hard work:

I believe that my ability to grasp things quickly is, without a doubt, what has helped me get to where I am today. However, I believe that it is not the only thing, and also that it alone is insufficient for success. Without the tools I developed for coping with challenges, and without work discipline, it would be very difficult if not impossible to advance in my professional world. Today, as a research engineer, I believe my strength lies in analyzing results or the situation as a whole and in understanding the next step I need to take. What differentiates between someone who succeeds and someone who doesn’t is the drive to overcome challenges and work discipline.

(Interviewee 4.5, male)

Like everyone else, gifted people grow up and change. I, myself, am very different from how I was as a child. I had difficulties socially, I was lazy, I didn’t like to work, I didn’t like to invest energy. Today, I work very hard and am able to motivate people. I forced myself to learn this.

(Interviewee 3.1, male)

The interviewees also noted that they were creative, had high-level managerial ability, including the ability to manage complex systems, and knew how to set in motion large processes sometimes even changed reality:

“One of my strengths is the ability to see, understand, and manage complex systems with many variables”. (Interviewee 4.2, male)

“I am very goal-oriented and know that this helps me achieve things, even those that change reality. For example, the patent I developed for the drug I told you about, I am sure it will help”. (Interviewee 5.1, male)

All the interviewees mentioned their weaknesses and recognized their limitations, among them problems in orderliness and organization, difficulties in concentration, and a desire for perfectionism:

My two main weaknesses are problems with orderliness and organization and a tendency to lose concentration. My handwriting is not clear, I lose things chronically, and at any given moment my drawers, closet, and desk look like a cyclone struck them. With regard to concentration, my thoughts often wander while I am doing simple things, so that in the end I can’t understand how the car keys wound up in the refrigerator.

(Interviewee 3.9, male)

First among my notable weaknesses is great difficulty in sticking to and dealing with anything that doesn’t fire up my curiosity neurons and my desire to learn, create, and do. Second, my heightened involvement in what enthuses me, which at times touches upon obsession, comes at the expense of many other important things. Third, I think my intelligence is lowest when it comes to interpersonal issues. In every matter of social tact, clues, and double-talk I am really weak, and also the emotional area of empathy and compassion could be a bit more developed.

(Interviewee 5.2, male)

“I very much want to do everything, to research everything that interests me. But I am unable to do everything and that frustrates me. I am a perfectionist, perfectionism has been a problematic trait of mine as long as I can remember”. (Interviewee 3.8, female)

4.2. Experiences from Childhood

Analysis of the data from the theme of childhood experiences yielded references to regular school, participation in educational settings for the gifted, and the influence of family.

4.2.1. Regular School

The interviewees made diverse references to their childhood. Twenty-five percent reported suffering socially, particularly in elementary school. They were humiliated by their peers, which led to distancing and isolation, as seen in the following expressions:

I suffered a lot socially in elementary school. I spent a lot of time alone in the library reading books. Somewhat against my will. I didn’t like being alone, but I took solace in books. I sang in the choir, which made me the focus of ridicule by my classmates, who called me the “choir boy”. I was the boy who didn’t like to play football, I wasn’t strong in sports, I was too thin—all this distanced me from the other kids at school.

(Interviewee 3.2, male)

“My memories from elementary school in X are not so good. In the community where we lived, they called me “the new kid” and hazed me. That didn’t change the fact that later I also had good friends”. (Interviewee 5.2, male)

Most of the gifted adults (75%) remembered good experiences from their childhood. Interviewee 4.1 (male) stated:

My childhood was pretty good. We were a small group of nerds that were good friends. National programs for musical gifted children got me started playing musical instruments. I began with the recorder at age six, switched to the baritone at age seven, and when my arms were long enough, I switched to the trombone. There were 50 kids at the summer camp and I was the youngest in my group (10). The next oldest was two years older than me. In junior high, I used to compete with N (a gifted friend) on math quizzes and exams to see who would finish faster. We would finish two-hour exams in half an hour.

BS (Interviewee 4.9) noted that despite spending most of her time at school in the schoolyard rather than in the classroom, she has positive memories of school:

I have good memories from school. I blossomed at school, mainly with friends, and primarily because most of the time I was outside. They would send me out of the classroom or make me stand near the trash can. They used to humiliate me like that, but it didn’t bother me. I liked going to school and being in the schoolyard, playing alone and playing with friends at recess. I didn’t learn very much at school. The only thing that interested me was the lab. What I do remember is being chosen to perform at ceremonies, whether in singing or speaking parts.

(Interviewee 4.9, female)

N (Interviewee 4.3) noted that he already knew how to read and write by kindergarten. From first to fourth grade he didn’t enjoy school, but when he switched schools things improved socially:

I did elementary school workbooks when I was in kindergarten, and for the most part school was no great challenge. From first to fourth grade I was at Y school, that was terrible, a bad school, a lot of violence. After that I transferred to Z school. That was a big improvement socially, though academically it wasn’t so good for me except for math and physics. I couldn’t connect with the other subjects, so that when I began K junior high school I was behind in these. I always loved to learn, especially math. Even when other subjects didn’t go so well for me., math and physics always went well and I felt the most confident in them.

(Interviewee 4.3, male)

L (Interviewee 3.4, female) noted that she was always mature for her age, which in first grade was frustrating. Only after she skipped to second grade after pressure from her parents did she integrate socially and academically:

In first grade I was pretty frustrated. I couldn’t understand why I understood things and others didn’t. The teacher gave me all sorts of exercises. After pressure from my parents I skipped to second grade. That was better because I was mature for my age. I didn’t feel like I was younger than my peers in second grade. I also suddenly began enjoying learning.

4.2.2. Educational Programs for the Gifted

Most of the interviewees (92%) noted that during childhood they learned in pull-out programs for gifted students. One interviewee stated that he was in a gifted classroom at his school. The gifted adult participants have fond memories of this period. Y, for example, stated that he enjoyed learning in this setting and acquired skills and tools:

I really enjoyed this program. It didn’t feel exactly like studies but rather a freer framework. I was in a number of groups: In chemistry and biology with R we did experiments that included alcohol purification or germination, and we learned patience by observing research. More than the technical knowledge, I think it was simply about learning not to be afraid of laboratory research. There were classes I connected to less but I really wanted to succeed in them, like learning a programming language. We learned how to mark dots on the screen, how to create geometric shapes like a circle or square, how to make them move against the background, and how to color them with different colors. I had trouble understanding how to decode that language, so my friends helped me. Without a doubt the classes I related to most were those in the medium of theater—film production and creation, including editing software, and a class on watching movies. These classes taught me a thing or two about my taste in art and analyzing creations that I still use today. I remember this gifted program as a very good place for me, where I met friends that were really into learning.

(Interviewee 3.2, male)

N stated that participating in a weekly enrichment program enabled him to break his usual routine and acquire lifelong friends:

I remember the program fondly. It provided interest and broke the monotony of daily life, especially the dullness and lack of purpose in junior high. For every subject, there was a major discrepancy between what I learned at school X and what I learned in the enrichment program, and this gap continued throughout high school. That day of the week generated interest from different directions. Socially as well. I met a group of friends that I am still close to today. The program offered something different that added value to the boring routine of studies.

(Interviewee 4.3, male)

A majority (56%) of interviewees noted that in the pull-out program they were able to express their talents and ideas more freely than at school:

I remember that the learning methods were different and better suited to me. I could give expression to the “young writer” I was. I loved to interview, to ask questions, and I also had someone to consult there, there was someone to listen to my philosophizing.

(Interviewee 4.2, male)

“I was able to realize my talent for drawing, to build structures that integrate nature and humans, to integrate between characteristics of a specific culture and particular tribes and the need to conserve the planet”. (Interviewee 4.6, male)

V (Interviewee 3.6, female) remembered “the quiet” provided by the program environment, whereas outside that setting she experienced pressure and fear:

The quiet I received there. I was not afraid; I didn’t have to finish things immediately. They didn’t force me to enter one classroom or another. The environment there enabled quiet. A respite from the usual tumult in my life and at school. A sort of island in the ocean. There I would consume Harry Potter books. I usually sat alone, sometimes in the teachers’ room, and read. Those were things I didn’t have at regular school.

Y reported that she remembered very little and believes she was mistakenly identified as gifted:

I only remember that I studied drama. The truth is that I didn’t really find my place there. Until this day I think there was a mistake in the test results. I made no meaningful ties with the kids, there were a lot of arrogant kids there who tried to show off what they knew. I felt I didn’t know very much and pretty much hid.

(Interviewee 3.8, female)

4.2.3. Family Influence

Most of the interviewees recalled their childhood family experience as positive. Their families were warm and provided an intellectually enriching environment. In addition to the significant role played by their parents, the majority (69%) noted that their grandparents were influential and served as role models:

I think we were and still are a very warm and supportive family. There was also intellectual stimulation at home. In addition to my parents, my grandfather, A, was a very significant figure in my childhood. He was a professor of philosophy, and from a young age I remember a lot of conversations with him. I was surrounded by books, stimuli, and interesting conversations. Once, in third grade I think, I nearly blew up our house by conducting experiments to start fires with all sorts of materials next to the gas balloons. I remember that my father’s anger made me sad. I was very interested in nature, zoology, animals and the like… My father loves nature, we hiked a lot and I guess that is where it began.

(Interviewee 4.8, male)

What I mainly remember is that my grandmother was a very strong role model for me. She was a fighter and didn’t let anyone get in her way. A strange bird. I wanted to be a strange bird like her and have her self-confidence. My father was also a role model for me. He worked 20 h a day, five days a week, doing a lot of things. My father also carried a large flag of morality, integrity and truth, which later dissolved a bit when I got to know him better.

(Interviewee 5.2, male)

A small number of interviewees (13%) noted experiencing problems with their parents during adolescence. For example, Y stated he felt uncomfortable with his parents controlling his lifestyle, even though their considerations were economic. S stated that arguments over political views began between her and her father, which muddied the atmosphere at home:

My family is very warm and accepting. But during adolescence, I felt uncomfortable with my parents dictating my lifestyle, based on complete control over financial considerations. If I didn’t want to do something, like continue going to karate lessons, then piano lessons were also in question. This caused serious blow-ups during high school, and once I turned 18 I stopped being supported by my parents, which freed me to establish my own lifestyle, for better or for worse.

(Interviewee 3.2, male)

What I remember the most are the arguments with my father. They were not connected to everyday matters or to my messy room or to whether I returned late from a night out. By high school, I had already formulated a political stance that differed from that of my parents. Instead of respecting that, it made Dad crazy, dragging us into endless arguments. Mom would try to make peace, because it really had a negative influence on the home atmosphere. I remember thinking back then that I would not rear my children that way. I would give them freedom of choice, freedom to think. It influenced me a lot.

(Interviewee 5.1, male)

The interviewees also commented on the influence of sibling relations as children and now as adults. The majority (75%) noted that they did not have particular problems with their siblings, stressing that their parents provided a supportive environment that was accepting of the differences between their children:

My childhood experience in my parents’ home was very good. I never lacked anything. We are four brothers, the relations between us were always good, with the usual ups and downs of any standard sibling relationship. We always supported one another, and being gifted was not a disadvantage or source of competition between me and my brothers, my parents knew how to navigate that and everyone had his special qualities. Our relationship is also excellent today.

(Interviewee 4.1, male)

I have a twin brother, also gifted, no less than me. A wonderful guy, yet different than me in a few essential ways. Unlike me, who knew from the start that music would be my path in life, it wasn’t clear what he wanted to do when he grew up. But growing up together was inspiring, to be raised as a team. We created songs together, we had common friends through high school and beyond. Life in my parents’ home was safe and supportive.

(Interviewee 3.2, male)

4.3. My Second Childhood

Interviewees with children commented on giftedness among their children. All noted seeing expressions of giftedness in one or more of their children. Some stated that their children often remind them of themselves:

I have two boys. To be honest, the experience is like a second childhood. One is gifted musically and decided not to learn in the pull-out program and the other decided to do the same. They remind me very much of me during childhood and even now. In the older one’s musical understanding, in his ability to analyze things, and primarily in always thinking “complexly” like me…which is not always good. With the younger one, I identify with his ability to solve problems in general and with people in particular.

(Interviewee 4.9, female)

Most of the interviewees with kindergarten age children noted that they would be happy if their children were in pull-out programs for the gifted since they remember them as a positive, empowering experience. D stated:

I have two wonderful daughters. A is almost 5 and N is 2. They do so many things that amaze me, but it is a bit difficult for me to gauge whether they are beyond the norm or if that is how children are. There are a number of things that truly feel exceptional to me but I don’t know how unique they are. A, for example, at age 4 already beat me at a memory game with over 15 pairs of cards. I saw N watching A’s fits of anger (actually standing to the side and watching without reacting while A was having a tantrum) and replicating her behavior one for one the next day (including the intonation of the cries and screams). And those are only two examples. When they grow up, I will be happy for them to go to a gifted program. It is difficult for me to put my finger on the importance and the level of influence, but all in all the experience was so positive and fun that I wish every child could learn things in such a positive atmosphere.

(Interviewee 3.9, male)

Z noted that his eldest son is enrolled in a pull-out program and is about to begin studying at the Open University. He also stated that his daughter lost interest in the enrichment classes for advanced students, and described his youngest son’s spatial orientation abilities:

C, age 14, goes to a gifted program once a week. He’s in ninth grade and is starting a mathematics degree program at the Open University. He is very talented in a number of fields. He composes and plays the guitar. T, our sweetie, is in sixth grade and is not gifted. She is very social and loves basketball. Z is 6 year old so it’s a bit early. He is smart and charming and is very good at recognizing pathways, roads, spatial orientation.

(Interviewee 4.8, male)

In contrast to other interviewees, A stated that whether his children are gifted is unimportant to him. His own life story apparently showed him that being “gifted” can be a curse as well as a blessing. On the other hand, he noted that his oldest daughter, who is identified as gifted, has traits he had as a child and that gives him pleasure:

H, 10 years old, took the gifted exams; M, 9 years old, did not take them. S, the youngest, is 5 years old and I am not sure whether I wanted her to be gifted. I pretty much see it isn’t important to me. I don’t think it’s real. I think the label of giftedness includes such a large variety that it isn’t important to me to assign a mark to my child or to rank her. Based on my experience I can say it’s a blessing and a curse and it’s not so worthwhile to want it or to develop expectations. In my oldest I recognize something I also had. At her age, I was sure I would be a lawyer since I had a thirst for wording and minutia. She is just like that, she lights up. It’s fun for me to meet her in that place. What is less fun for me is that she is now discovering sarcasm, something I excelled in and forced myself to deal with in my twenties. It’s nice to see this, but I know what she’s going through now.

(Interviewee 5.2, male)

4.4. Giftedness—A Mature Perspective

The interviewees were asked how they relate to the term “giftedness” and whether they believe there is a difference between a gifted child and a gifted adult and why. Z stated that “giftedness” is a spectrum and that gifted children need fostering and responses to their specific needs:

Giftedness, a combination of talent that exceeds the norm, a few standard deviations in a particular field and, in addition, the ability to connect between different and diverse fields. On the one hand, it’s a spectrum, a certain arbitrariness in the way we present it. On the other hand, it is important because some children need additional enrichment. Perhaps it is also important for society.

(Interviewee 4.2, male)

BS, in contrast, stated that giftedness is likely to be a burden in childhood and that, in her opinion, there is a difference between a gifted adult and a gifted child. She stated that as an adult she does not know in what way she is gifted, and she emphasized the importance of creating a supportive emotional and professional environment for gifted children until they reach maturity:

Giftedness can be a burden, particularly for children, in my opinion. There is a difference between a gifted child and an adult who was identified as gifted in the past. Sometimes I don’t know exactly in what I am gifted. As if my giftedness “was lost” over the years. The thoughts I had, desires, my drawing talent that was extinguished when I got my matriculation exam grade in art. In my opinion, only an appropriate environment and comprehensive, relevant emotional and professional support for the gifted child can provide a response to the abilities of those children. Otherwise, it is a waste of time and can have life-changing influences on children. Look at me, I am totally not an artist today.

(Interviewee 4.9, female)

A stated that today he looks at giftedness in terms of multiple intelligences. He related to giftedness differently from the other interviewees, noting that having multiple intelligences is not always an advantage and using himself as an example:

In my understanding, if one looks at giftedness through the prism of multiple intelligences, most gifted individuals have either one dominant intelligence, perhaps at the expense of others, or have broad intelligence that is expressed in nearly all types of intelligences. I am absolutely the second type! Ever since I can remember, diverse fields have piqued my curiosity and involvement: philosophy and science, humanities of all sorts, technology and computers, art, film and photography, construction, carpentry and other crafts, martial arts and sports, music and singing, education, gardening and hiking. Note that despite learning and delving into each field, and notwithstanding that I recognize and find important in the completeness and ideals of each one of the fields, I did not master any one of them.

(Interviewee 5.2, male)

Some interviewees (25%) felt that there is not necessarily any difference between a child identified as gifted and the adult he or she becomes. They are differentiated only by the adult’s ability to distinguish between good and bad and in the adult’s responsibility to find the giftedness within:

I do not believe there is a difference between a gifted child and a gifted adult that is more significant than the difference between a child and an adult. In my opinion, the essential difference between a child and an adult is the broader understanding of the boundaries of our abilities (for good and bad). I want to believe that gifted adults understand their strengths and what makes them an adult, and knows how to leverage those abilities and strengthen them.

(Interviewee 4.3, male)

As a gifted child, you are subject to the good will of the system. You don’t have much ability to choose. As an adult, everything is open before you. You are measured according to your talents. Giftedness is just a nickname for talents in which you are more successful than others. The title “giftedness” is less relevant in my opinion. You don’t need that framework; you simply find it yourself. The responsibility is mine, as an individual.

(Interviewee 3.5, female)

5. Discussion

The goal of the current study was to characterize how gifted adults experienced their childhood and to understand how these experiences shape their adult perspectives, behaviors, and overall development. To answer this research question, we first needed to characterize the interviewees. Most were married with children and worked in academia or other settings. Some were studying for advanced degrees. Most expressed satisfaction with their personal status and field of work. These findings support the literature reporting that gifted adults are satisfied with their adult lives (Lubinski et al., 2006). The interviewees also referred to their personality traits. The majority noted that they possess emotional intelligence and get along well with different people. Some stated that this trait is consistent with their ability to study and understand reality. They also noted that this ability helps with professional advancement, yet only when accompanied by discipline and hard work.

5.1. Reflections on Childhood Experiences

Most of the interviewees stated that they have good memories from their childhood, both from regular school and from educational settings for the gifted in which they participated. Note that they did not spend most of their time in regular school actually learning but rather enjoyed the time they spent outside of the classroom. All of the gifted adults who studied in pull-out programs or special classes as children remember them very positively. Specifically, these settings enriched their knowledge and provided them different skills. These settings paid attention to them and their ideas, provided them “quiet” one day a week and an escape from the tumult of their routine, as well as freedom of choice, recognition of their creativity, and new, gifted friends like them. These findings support those of Watve (2008), Kim (2016) and Miedijensky (2018), indicating the great importance of these settings, particularly pull-out programs for the gifted. Despite these positive findings, for the majority of interviewees, the label “gifted” created social and emotional problems, particularly at regular school. They stated that they suffered socially in childhood. They experienced harassment and humiliation from their peers, which caused them to distance themselves and feel isolated. Some of them also felt this isolation and frustration at home. Some experienced parental divorce or moving to new homes or communities as difficult. While the majority said that they function and live well, there is no doubt that as a society we have an obligation to understand that gifted individuals should be accorded different status. They have unique emotional needs that, if not met, cause emotional vulnerability and can solidify certain undesirable personality traits, that are likely to impede functioning in daily reality (Matta et al., 2019). Some researchers (e.g., Lovecky, 1986), however, claim that the responsibility also lies with the gifted adults themselves.

Upon examining their childhood homes, most of the interviewees stated that they grew up in a family environment that was supportive and warm as well as intellectually stimulating. Interviewees spoke of unique relations with one or both parents and even with grandparents. For some, the influence of parents and grandparents on their personality was very dominant in childhood, even to the point of molding their thinking to this day. Parents significantly shape children’s early socialization through attitudes and behaviors at home. Research indicates that gifted individuals and their successful and academically accomplished parents often share similar high achievements in both education and careers (Miedijensky & Grinshtain, 2024; Stoeger et al., 2014). Olszewski-Kubilius et al. (2014) reported that at least one parent of gifted children generally has higher than average intelligence and that interaction between those parents and their children is important at a young age. Some claim that the majority of these parents are “gifted” in their parenting and tend to encourage creativity among gifted children. Many do not rely on regular school to provide for their children’s needs and do so independently (Hertzog & Bennett, 2004; Matthews et al., 2023). These parents know how to cope with their children’s feelings of frustration and provide an emotionally supportive environment (Freeman, 2010; Vialle, 2017). The majority of interviewees also reported that they had good relations with their siblings and often had the same friends. The majority had gifted siblings, and those who did not stated that they did not experience competition or other problems with siblings. They credited their parents with knowing how to provide a supportive and accepting atmosphere. A small number did point to difficulty and frustration in their relations with their parents. To overcome these types of problems, parents should be provided help to cope with their gifted children and to develop an appropriate parenting style, whether through workshops or periodic consulting (Morawska & Sansers, 2009).

5.2. Generational Continuity and Adult Identity

Many of the interviewee’s children were also identified as gifted. The majority stated that they identified signs of giftedness in their children, such as extraordinary memory, high verbal ability, ability to absorb a foreign language, critical thinking ability, creativity, well-developed imagination, high sensitivity to the other, and distinction in the fields of math and science. These findings support the literature (e.g., Perrone et al., 2010; Simonton, 2005; Sternberg, 2024a) that point to a genetic connection to giftedness, as these traits are often observed in gifted individuals from a young age. Some interviewees stated that at times their children reminded them of themselves when they were young. The majority noted that they would be happy if their children learned in pull-out programs for the gifted, as they recall the experience as empowering. Yet some stated that giftedness can be a curse and therefore were not interested in labeling their children. These statements explain the prominent differences in the interviewees’ attitudes toward giftedness from their perspective as gifted adults. Some noted that there is no difference between a gifted child and a gifted adult, except for the adult’s ability to distinguish clearly between good and bad and the responsibility of gifted adults to realize their unique talents.

Giftedness does not end with adulthood (Szymanski & Wrenn, 2019). The literature discusses the question of whether a gifted child remains gifted as an adult. With regard to IQ and intellectual capabilities, the answer is positive (Lang et al., 2019) for there is no reason for these capabilities to disappear. Lang et al. (2019) administered Wechsler (2008) intelligence tests to gifted adults. They found that while all exhibited high capabilities, a difference emerged with respect to their cognitive abilities. The researchers claim that the differences may stem from background factors such as academic level, gender, and ethnicity, as well as non-cognitive abilities such as art, emotional and social qualities, and personal traits. Let us return to the earlier question, yet word it differently: Do gifted children develop their talents or their exceptional abilities over time and use them as adults, or are their achievements unique? The answer to this question is not one-sided (Rinn & Bishop, 2015; Sternberg, 2024a). One interviewee referred to the fact that gifted individuals can possess multiple intelligences, which is sometimes a disadvantage, citing himself as an example. He claimed that his multiple interests and talents did not lead him to specialize or develop them to an appropriate level. For the majority of gifted individuals, their talents or giftedness can be broad and not subject to measurement by any test, with most stemming from genetics or the environment in which they were raised (Wai, 2014). A few are capable of doing everything, whether in sports, music, philosophy, or other areas, whereas others focus on one field such as mathematics or music. Due to their talents, gifted individuals sometimes find themselves in challenging situations that the general population will never experience or understand (Freeman, 2010). The interviewees expressed their feeling that their giftedness was not fully realized in adulthood, attributing it to factors such as childhood environment, genetics, character, and self-image as a gifted child and adult. Some even questioned the accuracy of their gifted identification. This sentiment is widespread, with many gifted individuals feeling uncertain about their gifted status, hindering the development of a gifted identity. This identity struggle restricts the expression of unique talents, affecting life and work satisfaction (Kuipers, 2007).

5.3. Limitations and Contribution

The study has several limitations. First, due to the nature of qualitative research, the findings may not be generalizable to the wider population. Therefore, we suggest that future studies include large-scale quantitative research. Second, the data are based on self-report interviews and solely reflect the interviewees’ memories and perspectives; however, the reliability of retrospective memory remains contested. While participants’ narratives suggest rich and detailed recall, the biological basis for enhanced memory in gifted individuals warrants scrutiny. Prior studies (Kuhn et al., 2021; Navas-Sánchez et al., 2014; Suprano et al., 2019) suggest neurological differences in memory-related brain regions, but these are limited by participants’ age, small sample size, and a focus on IQ rather than holistic giftedness. Future studies should examine how gifted identity, memory reliability, and neurobiological factors intersect in adulthood.

The current study makes a theoretical contribution to the body of knowledge on giftedness in general and on gifted adults in particular. Practically, the findings shed light on the multifaceted impacts of childhood, learning environments, and family dynamics. It can assist decision makers in education ministries better support the unique learning trajectories of gifted learners, ensuring that their potential is maximized. Additionally, these findings can inform broader strategies for teacher training and professional development equipping educators with tools and knowledge needed to effectively support gifted populations. In addition, the findings can assist families with gifted children and the children themselves. Exposing gifted children to the life stories and memories of gifted adults can help them comprehend the processes they are undergoing, understand potential implications for their future, and learn to cope wisely with diverse situations.

5.4. Reflections and Future Considerations

This research raises several fascinating questions. One focuses on the influence of gifted adults’ childhood experiences on their self-formulation as adults. Studies dealing with the memory and intellectual capabilities of gifted adults are rare. Researchers have recommended conducting long-term studies to examine whether intellectual development is dependent on being identified as gifted during childhood. For some of the interviewees in the current study, it is apparent that their childhood influenced their self-formulation as adults. An additional question deals with the type of emotional and social support needed and what society should provide for the gifted. The study findings demonstrate that the period of childhood is critical for gifted individuals. The interviewees cited experiencing feelings of insult, disappointment, and fear. Some described experiencing verbal violence as children, primarily from other children at school and in their neighborhood. They also reported being judged and even humiliated by teachers during childhood and adolescence. According to their testimony, this behavior caused some to relinquish certain talents that were prominent at the time.

An additional question arising from the study is what specific items must we provide gifted individuals during childhood? Are we required to expose them to challenges and complicated situations that they are likely to meet both as children and later in life as adults, or should we concentrate solely on knowledge enrichment and development of their talents? The response to this question involves understanding that dealing with the gifted population, whether children or adults, must be central to us as a society. Although talent or giftedness in one or more areas is personal, as a society we cannot ignore this attribute. This must be a social, ethical task of the highest importance. If the final goal of gifted education is new products and ideas that influence society and even humanity, then gifted adults should be expected to provide these achievements (Simonton, 2008), and as a society we must assist gifted individuals in developing their unique abilities. Nevertheless, it is also important to understand and accept that among the gifted there will always be those who desire to lead their lives as they see fit rather than focusing on how they can contribute innovatively to the society in which they live.