FOR PARENTS

Does this feel familiar?

Your child asks unusually mature questions, and you wonder whether they have high learning potential.
You feel that your child is not understood in kindergarten or at school.
You are struggling to find education that provides enough intellectual challenge and stimulation.
You are concerned because your child feels different from their peers.
Your child has high learning potential as well as a learning difficulty or diagnosis, and you are unsure how to navigate this complexity.
You want to support a child who shows perfectionism, unease or anxiety, but are unsure how.
You see boredom in kindergarten or school leading to frustration or behavioural difficulties.
You are unsure how to communicate your child’s need for appropriate support to the kindergarten or school.

Does any of this feel familiar?

Services for parents

We offer individual guidance to parents who want a better understanding of their child’s strengths, needs and opportunities for development.

Initial consultation and psychoeducational profile

The psychoeducational profile is prepared on the basis of a one-hour initial consultation with the parents. It provides a holistic description of the child’s learning style, strengths, interests, motivation and any challenges. For children with high learning potential, the profile can highlight a need for greater depth in subjects, a faster pace, independence and meaningful challenges. The profile provides a basis for further dialogue and adjustments at school.

Parent report and recommendations

The parent report summarises the parents’ experiences, observations and perspectives from the initial consultation. It describes how the child functions at home and in their free time, what engages them, and which factors may affect wellbeing and learning. The report contains specific recommendations for how parents can respond to the child’s needs in a supportive way that fosters development.

School report and recommendations

The school report draws on information from the initial consultation and turns it into relevant educational considerations for everyday school life. It describes factors the school should be aware of, including the child’s need for adapted teaching, academic progression and social safety. The report suggests measures and ways of working that can be tried in teaching. It can serve as a practical basis for dialogue between teachers, parents and, where relevant, other professionals.

Subject-specific support plan for the school, 4–6 weeks

The subject-specific support plan is a more detailed, concrete and time-limited plan based on insights from the initial consultation with the parents. It describes measures the school can try over four to six weeks, such as more challenging tasks, deeper study, a flexible pace of work or greater pupil participation. The plan sets out goals, responsibilities and how the measures will be followed up in practice. After this period, the experiences are evaluated with the school and parents so that further adjustments can be made.

Courses and webinars for parent groups about children with high learning potential.

Guidance and consultations are available at weekends.

Important: The service provides guidance and support. It does not replace a diagnostic or psychological assessment. Our considerations are based on information from the parents and should, when needed, be supplemented by observations from the kindergarten or school.