An 11-year mixed-methods, cross-sectional longitudinal study began with a group of 121 children, identified as gifted, and followed them until high-school graduation. Parents annually identified negative life events experienced by child and family, and, at graduation, students completed an open-ended retrospective questionnaire, focusing on events, impact of events, supports, and hindrances during the school years. As a result of attrition, participants became increasingly homogeneous over time. School data were available for 59 students (of 63 family units who sustained involvement) at the end. The students had experienced many negative events and situations during the school years. However, they usually cited academic challenges, school transitions, peer relationships, and overcommitment as their most challenging experiences, not life events. Almost without exception, they maintained high achievement. Putting the Research to Use: Gifted students may not communicate their distress to adults who are invested in their achievement or non-achievement. Significant adults therefore might wisely keep the findings in this study in mind as they interact with them. Inquiring casually about how the students are feeling or how they are managing high-stress times in the academic or extra-curricular year might be appreciated and potentially helpful. Though habits of achievement may help them to maintain high grades and high levels of extra-curricular performance, achievers might quietly experience high levels of stress from their heavy involvements in or outside of school. Low achievement and a high number of absences may also reflect personal stress in gifted students. Showing non-voyeuristic, holistic interest in gifted students as complex individuals, gently commenting when they seem “flat,” not fueling ultra-competitive attitudes, and offering credible comments about personal strengths and resilience might offer crucial support at a time of vulnerability.

At the culmination of an 11-year qualitative, cross-sectional study of life events, 48 high-ability high school graduates fitting common stereotypes associated with giftedness completed an open-ended questionnaire, part of which focused on positive life experiences and sources of support. Findings included that intense investment in academics, activities, and service contributed to new perspectives, vision and direction, confidence in competence, social connections, spiritual growth, and additional opportunities. Some experiences were considered life-changing. Participants' language reflected individual accomplishment, a dominant-culture value, but the main themes reflected fulfillment, validation, satisfaction, and, unexpectedly, many values associated with nonmainstream cultural groups. Findings are presented within a core-values framework associated with positive psychology.