In December 2017, $64 million was cut from the education budget, part of this including gifted and talented programs in schools. WA Education Minister, Sue Ellery alerted to two students, who topped the state in their ATAR results, who did not need the gifted and talented program to achieve their results (Laschon, 2017). In another article three weeks later, Ms Ellery referred to the original funding decision as ‘rushed’, with the decision reversed (Wahlquist, 2018). A common misconception is that gifted and talented students do not require special programs or support to achieve to their potential.

The example used by Ms Ellery refers to a minority of gifted and talented students who perform without specialised programs or support. Here, she fails to identify the students who are underachieving. Gifted and talented students are unique in their characteristics; their chronological age asynchronous to their intellectual abilities which predominantly leads to social and emotional complexities. Some have the intensive behaviours of overexcitabilities or need further cognitive extension beyond content they have mastered. Further, gifted and talented students may be twice or multiexceptional, with a learning difficulty or learning disability that often hinders or hides their intellectual capabilities. All of these unique characteristics require programs to support the child’s holistic development.

As Head of Imaginarium, I have developed and led this initiative to support gifted girls’ holistic development through a social, emotional and cognitive lens. Currently, opportunities for gifted girls in Western Australia to develop holistically through these domains, with like-minded, like-ability peers, are lacking. As the initiative grows and I interact with more parents, the need is clear. I continue to listen to parents of gifted girls’ and their daughters, refer to empirical research evidence and respond to their needs through the adaptation of courses and the direction of the initiative.

The significance of the Imaginarium is its open door to all gifted girls in Western Australia; to provide gifted girls from any school with the opportunity to develop their wellbeing, self-concept and self-efficacy, enabling them to flourish. Positive psychology interventions underpin each course and program’s content, with the flexible structure providing participants with the opportunity to expand their cognitive abilities, delving deep into areas they are curious about. Courses are created based on the areas of interest girls identify through their feedback. Forward thinking also allows participants to connect with experts in their field, through the courses, exposing them to a range of career types they may not come into contact with, to consider in the future.

As Head of Imaginarium, I am responsive to the unique needs of a minority group in society, whom are often the first to lose funding or time allocation in schools. As I continue to lead this initiative, the goal is to maintain the positive change fostered in the gifted community, educate others on the unique characteristics of gifted children and create ways in which courses are accessible to all gifted and talented girls in Western Australia.