Giftedacademy, Tarbotstraat 23, Ghent (2026)

19/09/2026

Dr. Sabine Sypré from Hoogbloeier wrote the following article

𝗗𝗼𝗲𝘀 𝗲𝘃𝗲𝗿𝘆𝘁𝗵𝗶𝗻𝗴 𝘆𝗼𝘂 𝗱𝗼 𝗵𝗮𝘃𝗲 𝘁𝗼 𝗴𝗶𝘃𝗲 𝘆𝗼𝘂 𝗲𝗻𝗲𝗿𝗴𝘆?

That is a piece of advice we hear often these days. And yet, a recent core talent analysis made me question it. After all, what if the very activities that naturally drain your energy are sometimes necessary to bring into the world the things that *do* energize you? In this personal reflection, I share how—without ever intending to—I became the face of Hoogbloeier®, and the insights this gave me regarding mission, core talents, and conscious choices. Perhaps you recognize yourself in that same beautiful paradox.

Keep reading via https://hoogbloeier.webhero.be/en/blog/the-beautiful-paradox-of-a-mission-gifted-adults-core-talents-and-energy-givers. Would you like to be the first to be informed of a new article, activity, offer, or training course on our site? Then sign up for our newsletter via https://www.hoogbloeier.be/en/newsletter-hoogbloeier/

12/09/2026

Dr. Sabine Sypré from Hoogbloeier wrote the following article

𝗪𝗵𝗮𝘁 𝗔𝗺 𝗜 𝗧𝗮𝗸𝗶𝗻𝗴 𝗔𝘄𝗮𝘆 𝗳𝗿𝗼𝗺 𝗘𝗖𝗛𝗔 𝟮𝟬𝟮𝟲? 𝗙𝗿𝗼𝗺 𝗟𝗮𝗯𝗲𝗹𝘀 𝘁𝗼 𝗟𝗶𝗳𝗲𝘀𝗽𝗮𝗻

After several intense days at ECHA2026 this summer, I came home with a substantial collection of notes, new research, and ideas. But it was only when I began looking at the different keynotes, symposia, and paper sessions side by side that I noticed just how many common threads connected topics that, at first glance, seemed quite far apart.

This time, I deliberately sought out sessions that went somewhat beyond my usual focus on education. Among other topics, I attended presentations on gifted adults and women, LGBTQ+ individuals, 2E and even 3E, talent development, creativity, and underachievement. Together, they show how our field is paying increasing attention to diversity within giftedness and to the role of identity, context, relationships, and the lifespan.

I find this evolution both fascinating and encouraging. At the same time, it also raises some questions for me. What happens when we increasingly focus on exceptional profiles? Do we risk associating giftedness too strongly with neurodivergence or additional challenges? And along the way, might we lose sight of the ‘typical’ gifted individual?

In my extended reflection, I bring these different pieces of the puzzle together. What am I taking away from ECHA2026? Which developments leave me feeling hopeful, and which trends do I view with a little more caution? Read along and see whether you notice the same common threads.

Read the full article via https://hoogbloeier.webhero.be/en/blog/what-am-i-taking-away-from-echa-2026-from-labels-to-lifespan. Would you like to be the first to be informed of a new article, activity, offer, or training course on our site? Then sign up for our newsletter via https://www.hoogbloeier.be/en/newsletter-hoogbloeier/

05/09/2026

Dr. Sabine Sypré from wrote

𝗪𝗵𝘆 𝗱𝗼 𝗰𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻𝘀 𝘄𝗶𝘁𝗵 𝘆𝗼𝘂𝗿 𝗰𝗵𝗶𝗹𝗱'𝘀 𝘀𝗰𝗵𝗼𝗼𝗹 𝗮𝗯𝗼𝘂𝘁 𝗴𝗶𝗳𝘁𝗲𝗱𝗻𝗲𝘀𝘀 𝘀𝗼 𝗼𝗳𝘁𝗲𝗻 𝗳𝗲𝗲𝗹 𝗱𝗶𝗳𝗳𝗶𝗰𝘂𝗹𝘁?

Recent scientific research shows that parents use a variety of strategies to advocate for their child's educational needs. Some focus on building collaborative relationships, others rely on scientific evidence or educational policies, while many invest their energy in strengthening and supporting their child.

In this article, I combine the findings from that research with my own experiences as a parent. You'll discover why these conversations can evoke such strong emotions, how to prepare more effectively, and which practical strategies can help you approach them with greater calm and confidence.

Read the full article via https://hoogbloeier.webhero.be/en/blog/why-conversations-about-giftedness-so-often-stall-and-how-to-move-them-forward and discover how knowledge, collaboration, and a clear focus on your child's educational needs can make all the difference.

Would you like to be the first to be informed of a new article, activity, offer, or training course on our site? Then sign up for our newsletter via https://www.hoogbloeier.be/en/newsletter-hoogbloeier/

22/08/2026

Dr. Sabine Sypré from Hoogbloeier wrote

"𝗬𝗼𝘂'𝗿𝗲 𝘀𝗲𝘁𝘁𝗶𝗻𝗴 𝘁𝗵𝗲 𝗯𝗮𝗿 𝘁𝗼𝗼 𝗵𝗶𝗴𝗵."

You may have heard that statement more than once. But what if the bar itself isn't the problem? What if you have unconsciously come to believe that your best-ever performance is the standard against which you must measure yourself every day?

In this article, I challenge a persistent belief. We explore why high standards are not the same as unhealthy perfectionism, why gifted adults often get stuck on their own peak performances, and how the mindset that "everything is a rough draft" can bring a surprising amount of calm and direction.

Click the link to keep reading: https://hoogbloeier.webhero.be/en/blog/what-if-your-standards-arent-too-high-at-all-gifted-adults-and-the-trap-of-peak-performance. Would you like to be the first to be informed of a new article, activity, offer, or training course on our site? Then sign up for our newsletter via https://www.hoogbloeier.be/en/newsletter-hoogbloeier/

15/08/2026

Following from afar?

Over the past few days, I have been sharing my notes and reflections from the ECHA2026 Conference in Dublin — and there has been a lot to share!

This year, I deliberately tried to attend as many sessions as possible around a few themes that particularly interested me: gifted adults, LGBTQ+ and neurodiversity, alongside talent development, creativity, gifted women, underachievement and twice- and thrice-exceptionality.

For each keynote, symposium or paper session I attended, I turned my notes into a more extensive report, so that those who could not be in Dublin can still follow some of the ideas, research and discussions presented at the conference.

You won’t find all of these reports here on the Gifted Academy page. If you would like to read them, head over to my personal LinkedIn (https://www.linkedin.com/in/sabinesypre/) or Facebook profile (https://www.facebook.com/sabine.sypre), where I have been sharing the full English reports throughout the conference.

And there is quite a collection by now!

I’m also starting to see some fascinating common threads across seemingly very different sessions. I’ll bring those together soon. But perhaps read some of the reports first and see what you notice.

What themes keep resurfacing? What connections would you make? And will you see the same patterns I do?

See you over on my personal LinkedIn or Facebook!

15/08/2026

Dr. Sabine Sypré from Hoogbloeier wrote

𝗗𝗼𝗲𝘀 𝗲𝘃𝗲𝗿𝘆𝗼𝗻𝗲 𝘄𝗵𝗼 𝘄𝗮𝗻𝘁𝘀 𝘁𝗼 𝗵𝗲𝗹𝗽 𝘁𝗵𝗲 𝗵𝗶𝗴𝗵𝗹𝘆 𝗴𝗶𝗳𝘁𝗲𝗱 𝗵𝗮𝘃𝗲 𝘁𝗼 𝗯𝗲𝗰𝗼𝗺𝗲 𝗮 𝗰𝗼𝗮𝗰𝗵?

Many professionals who recognize high giftedness—whether in themselves, their children, or their clients—sooner or later feel the same urge: "I want to do something with this." That desire is both understandable and valuable. But does it automatically mean that coaching is the right path? Or do we sometimes confuse our mission with the specific way we think that mission should be fulfilled?

Following my own core talents analysis, I began asking myself this question more and more often. It led to a surprising insight that also influenced how I view our Giftedness Coach training program. In this article, I invite you to reflect on a question that may be even more important than "Which training course should I take?": How can I make the greatest difference for highly gifted children, young people, and adults based on my own core talents? The answer might lie closer to your current professional role than you think.

Click the link to keep reading: https://hoogbloeier.webhero.be/en/blog/why-not-everyone-with-a-passion-for-giftedness-needs-to-become-a-giftedness-coach. Would you like to be the first to be informed of a new article, activity, offer, or training course on our site? Then sign up for our newsletter via https://www.hoogbloeier.be/en/newsletter-hoogbloeier/

08/08/2026

Dr. Sabine Sypré from Hoogbloeier wrote the following article

𝗖𝗮𝗻 𝗮 𝗖𝗵𝗶𝗹𝗱 𝗕𝗲 𝗚𝗶𝗳𝘁𝗲𝗱 𝗮𝗻𝗱 𝗦𝘁𝗶𝗹𝗹 𝗦𝘁𝗿𝘂𝗴𝗴𝗹𝗲 𝘄𝗶𝘁𝗵 𝗗𝘂𝘁𝗰𝗵? 𝗔𝗯𝘀𝗼𝗹𝘂𝘁𝗲𝗹𝘆.

Children who grow up speaking more than one language or who come from immigrant backgrounds are at greater risk of having their cognitive potential overlooked. Not because they have less potential, but because their proficiency in a second language is sometimes mistakenly seen as a reflection of their cognitive ability.

In this article, you'll discover why giftedness exists across all languages and cultures, how language and expectations can influence identification, and what you can do as a parent to help your child's school gain a more complete understanding of their strengths.

An essential read for parents, teachers, and anyone who wants to look beyond proficiency in the language of instruction.

Click the link to keep reading: https://hoogbloeier.webhero.be/en/blog/why-gifted-multilingual-children-are-more-likely-to-go-unrecognized. Would you like to be the first to be informed of a new article, activity, offer, or training course on our site? Then sign up for our newsletter via https://www.hoogbloeier.be/en/newsletter-hoogbloeier/

01/08/2026

Dr. Sabine Sypré from Hoogbloeier wrote the following article

𝗪𝗵𝘆 𝗔𝗰𝗰𝗲𝗹𝗲𝗿𝗮𝘁𝗶𝗼𝗻 𝗶𝘀 𝘁𝗵𝗲 𝗕𝗲𝘀𝘁 𝗜𝗻𝘁𝗲𝗿𝘃𝗲𝗻𝘁𝗶𝗼𝗻 𝗳𝗼𝗿 𝗚𝗶𝗳𝘁𝗲𝗱 𝗖𝗵𝗶𝗹𝗱𝗿𝗲𝗻

Gifted children have unique educational needs. They learn faster, often think more abstractly, and possess an immense thirst for knowledge. For parents, it can sometimes be challenging to find an educational approach that stimulates their child without causing overload. One of the most effective and scientifically supported interventions for gifted children is acceleration. This article explains why acceleration works, debunks misconceptions, and provides practical examples.

Acceleration means a child progresses through learning material faster than most of their peers. This can take various forms, such as skipping a grade, starting primary or secondary school earlier, or taking specific subjects at a higher level.

For example, your six-year-old daughter is in the first grade but is already reading books at a fourth-grade level and excelling in math. Instead of having her work on the same tasks as her classmates, she could be moved to the second grade, where she can continue to grow and have her curiosity nurtured.

Research shows that acceleration is not only an effective way to tailor education to the needs of gifted children, but it is also much more flexible than often assumed (Bernstein et al., 2020; Steenbergen-Hu et al., 2016).

Click the link to keep reading: https://www.hoogbloeier.be/en/blog/why-acceleration-is-the-best-intervention-for-gifted-children. Would you like to be the first to be informed of a new article, activity, offer, or training course on our site? Then sign up for our newsletter via https://www.hoogbloeier.be/en/newsletter-hoogbloeier/

25/07/2026

Dr. Sabine Sypré from Hoogbloeier wrote the below article

𝗨𝗻𝗶𝗾𝘂𝗲 𝗳𝘂𝗻𝗰𝘁𝗶𝗼𝗻𝗶𝗻𝗴 𝗼𝗳 𝘁𝗵𝗲 𝗴𝗶𝗳𝘁𝗲𝗱 𝗯𝗿𝗮𝗶𝗻

When you’re gifted, your brain can sometimes feel like a highway full of thoughts and ideas. But why does your brain work this way? And what does it mean for your daily life? Scientific research reveals that the brains of gifted individuals differ in structure, development, and functionality. Understanding these differences can help you better harness your unique talents and navigate the challenges you face.

Research into brain development shows that gifted individuals follow a unique and fascinating trajectory. For example, Shaw et al. (2006) discovered that the cerebral cortex—the brain's outer layer responsible for many complex cognitive functions—develops differently in gifted children (IQ>120). In early childhood, the cortex is thinner than in peers, but it thickens more rapidly and continues growing for a longer period. This process extends into adolescence, followed by a phase of accelerated thinning. These fluctuations in cortical thickness indicate greater neuroplasticity, meaning the brain is better equipped to adapt and form new connections. As a (young) adult, this might explain why you quickly grasp new concepts, solve complex problems, and consider multiple perspectives simultaneously.

Neuroplasticity, or the brain's flexibility, is often seen as the foundation of the exceptional problem-solving abilities of gifted individuals. This capability enables them to grasp complex issues, identify connections others might miss, and devise creative solutions. A concrete example is their ability to quickly develop new strategies during complex games like chess, intuitively thinking several moves ahead and visualizing alternative scenarios.

Click the link to keep reading: https://www.hoogbloeier.be/en/blog/unique-functioning-of-the-gifted-brain. Would you like to be the first to be informed of a new article, activity, offer, or training course on our site? Then sign up for our newsletter via https://www.hoogbloeier.be/en/newsletter-hoogbloeier/

18/07/2026

Dr. Sabine Sypré from wrote the below article

𝗕𝗲𝘁𝘄𝗲𝗲𝗻 𝗣𝗼𝘁𝗲𝗻𝘁𝗶𝗮𝗹 𝗮𝗻𝗱 𝗣𝗲𝗿𝗳𝗼𝗿𝗺𝗮𝗻𝗰𝗲: 𝗪𝗵𝗮𝘁 𝗛𝗲𝗹𝗽𝘀 𝗨𝗻𝗱𝗲𝗿𝗮𝗰𝗵𝗶𝗲𝘃𝗶𝗻𝗴 𝗚𝗶𝗳𝘁𝗲𝗱 𝗔𝗱𝗼𝗹𝗲𝘀𝗰𝗲𝗻𝘁𝘀?

Professionals who work with gifted adolescents are often confronted with a paradox: young people with exceptional intellectual potential who nonetheless perform below their capabilities at school. These students stand out due to low grades, lack of motivation or a marked disinterest in academic activities, despite clear capabilities of processing complex information and thinking abstractly. Parents, teachers and therapists often feel powerless in the face of this kind of underachievement. It raises the question: where this behavior comes from, and how can we address it effectively?

Underachievement is generally defined as a discrepancy between a student’s intellectual potential and their actual academic performance. In the case of gifted individuals, it refers to adolescents with a high IQ or clear cognitive advantages who nevertheless perform below their capabilities. This gap may manifest in low grades, limited effort, or a lack of engagement with schoolwork. It is important not to confuse underachievement with learning difficulties: in underachievement, it’s not the ability that’s lacking, but the ex*****on.

Moreover, underachievement can be either temporary or persistent. Some students underperform only in certain subjects or during specific periods, while others struggle with motivation and alignment throughout their entire school career. This complexity makes it all the more crucial not to view underachievement as an individual deficiency, but as a dynamic process shaped by personal, social, and educational factors.

Click the link to keep reading: https://www.hoogbloeier.be/en/blog/between-potential-and-performance-what-helps-underachieving-gifted-adolescents. Would you like to be the first to be informed of a new article, activity, offer, or training course on our site? Then sign up for our newsletter via https://www.hoogbloeier.be/en/newsletter-hoogbloeier/

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