FAQ
FAQ for parents
1What is intellectual high potential (HPI)?
A child or adolescent is considered “high potential” if they have cognitive abilities far above average, often measured by an IQ of 130 or higher.
2What is the role of the CEJHP in Luxembourg?
The Center for Children and Youth with High Potential (CEJHP) aims to support high-potential students who have specific needs at the academic, socio-emotional, or behavioral level. It offers specialized diagnostics, advice for parents and professionals, specific learning workshops, rehabilitation and therapy sessions, as well as specialized outpatient interventions in the students’ schools.
3How can I know if my child is high-potential?
A high-potential diagnosis is carried out by professionals, particularly psychologists, using standardized tests.
4How does the Luxembourg school system take high potential into account?
The Luxembourg education system aims to make school accessible to all students, including those with high potential. To meet their needs, specific support measures can be implemented. Teachers adapt their pedagogy and content to account for the student’s particular needs, and reasonable adjustments can be made to learning and assessment methods. Additionally, targeted development and learning workshops help address academic difficulties or stimulate specific skills. Extra support can also be provided in class by specialized professionals. In some cases, students may take certain subjects in another class. Finally, an accelerated learning path is possible, for example by completing a study cycle in one year instead of two. Beyond these measures within the school, the CEJHP can, if needed, offer specific learning workshops or pedagogical, psychological, and/or psychomotor follow-ups. The CEJHP can also provide specialized outpatient interventions directly in the student’s classroom while collaborating with the school’s teaching team.
5Who should I contact if I think my high-potential child is not receiving enough support at school?
The first contacts are the classroom teacher who knows the child well and can adapt their teaching, as well as the support team for students with special educational needs (ESEB), present in each region and high school, which supports students and advises parents and teachers. The inclusion commission (CI) also intervenes by providing information on support measures and defining, in agreement with the parents, the actions to be taken. Finally, the CEJHP can be consulted for specialized advice.
6My high-potential child is having school difficulties – is this normal?
Yes, some high-potential children can have school difficulties despite their abilities. This may be due to boredom in class, lack of motivation, associated disorders (such as ADHD or dyslexia), or socio-emotional difficulties.
7Are there specific support measures for high-potential children?
Yes, in addition to measures implemented by schools, the CEJHP can offer specialized diagnostics to precisely identify the student’s needs. It also provides advice and guidance for students, parents, and educational staff. Specific learning workshops can be organized to address the identified needs, while rehabilitation and therapy sessions are offered according to the difficulties encountered. Finally, specialized outpatient interventions (ISA) can take place directly in the classroom in collaboration with the teaching staff.
8Does the CEJHP only intervene for children officially identified as high-potential?
Mainly yes, but it can also advise parents and professionals in cases where high potential is suspected or when special needs close to high potential are observed.
9What are the steps to request support from the CEJHP?
You can contact the class teacher, the support teams for students with special educational needs (ESEB), or the inclusion commissions (CI) at the school. Adult students and parents can also contact the competence centers directly to receive detailed advice (clarification interview) or, if all parties agree and see it as useful, for the purpose of a specialized diagnosis.
FAQ for professionals
1How can I identify a high-potential student in my class?
A high-potential student cannot be identified solely through observation. Only a diagnosis by a specialized professional can confirm high potential. However, certain characteristics may attract attention, though they are not specific or systematic for high potential. These may include quick understanding combined with a need for intellectual stimulation, strong memory skills, and often a rich and precise vocabulary. A high level of curiosity with frequent and in-depth questions is also noted. Some students may show boredom in class and/or have difficulty following instructions they find unstimulating, while expressing a need for autonomy or a preference for complex and open-ended activities.
Note that these signs may also be related to other profiles (attention disorders, anxiety, etc.). Some high-potential students may hide their potential due to fear of standing out or lack of confidence. Others may have associated disorders (like ADHD, dys disorders, or anxiety), which complicate recognizing high potential. In case of doubt, it is recommended to speak with the teaching team and, if needed, the inclusion commission (CI), involve the parents, and request CEJHP support through the CNI.
2What measures can I implement to support a high-potential student?
According to inclusion program resources, several adaptations are possible. These can include pedagogical differentiation by offering more complex or open-ended activities, as well as enrichment by adding content beyond the curriculum or deepening certain topics. The student may also have the opportunity to take certain courses in higher-level classes. Finally, acceleration is possible, for example in the form of skipping a grade or completing a cycle in one year instead of two.
3Does high potential require a specific support plan?
Sometimes yes. If simple adaptations are not sufficient, it is recommended to implement a support plan (PPCI), developed jointly with the inclusion commission (CI), the parents, and possibly the CEJHP, to define personalized objectives.
4Can I receive support to assist the student?
Yes, various support options are available. The support team for students with special educational needs (ESEB) provides advice and pedagogical guidance. The CEJHP can offer specialized outpatient interventions in the classroom (ISA) to guide teaching practices, as well as coaching and training. Finally, the inclusion commission (CI) helps coordinate the measures and formalizes the decisions made.
5Is an official diagnosis required to benefit from CEJHP support?
Not necessarily at first. In case of suspected high potential, the CEJHP can offer coaching for initial guidance. However, a specialized diagnosis allows interventions to be precisely adjusted.
6What should be done if a high-potential student also has school difficulties?
High potential does not protect against learning disorders or emotional difficulties. A high-potential student may show boredom in class, behavioral issues, or associated disorders such as ADHD or dyslexia. In such cases, a multidisciplinary approach via the inclusion commission (CI), possibly in collaboration with the CEJHP and other competence centers, should be considered, as well as enhanced adaptation of the student’s academic path to account for their complex needs.
7Are there trainings for teachers on giftedness?
Yes, the CEJHP, in partnership with IFEN, offers ongoing training (according to the IFEN catalog), peer group meetings, and team coaching, as well as training organized at the request of a school or region. It also has a documentation center. These trainings help to better understand the profiles of high-potential students and to develop appropriate educational tools.
