Between the ages of 6 and 12, children develop a sense of competence through learning and achievement. During this period, they engage in academic, special interest and social activities that can build confidence in their developing abilities. Positive reinforcement from the adults in their lives, including teachers and parents, as well as peers, fosters initiative and pride in accomplishments. However, excessive criticism or lack of encouragement may result in feelings of inferiority and low self-esteem. Successfully navigating this stage helps children build resilience, motivation, and a belief in their own skills, preparing them for future challenges.

Both gifted and twice-exceptional children have perfectionistic tendencies, making them vulnerable to self-perceptions of worthlessness and failure. Gifted and twice-exceptional children also experience asynchronous development among their skills sets, and in the case of twice-exceptional children, learning disabilities and social-emotional challenges can be frustrating when paired with high capability and can cause avoidance and learned helplessness.

For gifted and twice-exceptional (2e) children, this stage can be particularly complex. Gifted children may struggle with perfectionism, asynchronous development (advanced intellectual abilities but age-typical or delayed emotional regulation), and social difficulties due to feeling different from their peers. Twice-exceptional children—who are both gifted and have learning differences or disabilities—often face additional frustration, as their strengths may overshadow their struggles, leading to misdiagnosis or lack of appropriate support. They may feel torn between high intellectual potential and the challenges posed by ADHD, autism, dyslexia, or other learning differences. Recognizing both their strengths and their struggles is key to fostering self-confidence and perseverance.

Effective mental health interventions for gifted and 2e children focus on supporting emotional regulation, self-esteem, and resilience. Cognitive-behavioral therapy (CBT) can help with anxiety, frustration tolerance, and perfectionism by teaching adaptive thinking and coping strategies. Play therapy and expressive arts therapy provide opportunities for emotional expression, especially for younger children who may struggle with verbalizing their emotions. Mindfulness practices help with managing overexcitabilities, emotional intensity, and sensory sensitivities. Social skills training and peer support groups are beneficial for children who struggle with friendships, helping them navigate social dynamics and build connections with like-minded peers. For twice-exceptional children, executive function coaching, occupational therapy, and individualized educational support (such as 504 plans or IEPs) can address both their learning challenges and their gifted strengths. A strength-based approach that acknowledges and nurtures their talents while addressing areas of difficulty is crucial in helping them build confidence and a positive self-concept. With appropriate mental health and educational interventions, gifted and 2e children can thrive both academically and emotionally.