This session will focus on skills to facilitate “intentional” communication with gifted youth, regardless of achievement level, heritage and socioeconomic background, type of concern, and developmental stage. Teachers, especially, have a special vantage point for informally observing well-being and making referrals to the school counselor, if warranted. However, most important here are skills that can help simply to build appropriate, supportive relationships with gifted kids, who might believe that invested adults are concerned only about performance, not “humanness.” Hands-on activities will help educators and parents gain skills for working with high-stress achievement, underachievement, debilitating perfectionism, anxiety, and bullying.