“…Of note, while we outlined an emerging discourse that emphasizes process and posits that everyone "can" transact their gift profile and become gift-ed, it is not our intention to discount the unique social-emotional challenges associated with exceptional cognitive development. As shown by research, some cognitively high-functioning individuals do exhibit social-emotional maladjustment in school settings (see, e.g., Adelson, 2007;Gross, 2002;Neihart, 1999;Webb, 2013) and/or demonstrate issues related to asynchronous development (see, e.g., Peterson, 2012Peterson, , 2015Robinson, 1996;Roeper, 2012). However, these findings were confined to cases studies and clinical studies that only pertained to a subpopulation among students conventionally identified as gifted (Richards, Encel, & Shute, 2003).…”