Self-injurious behaviors (SIBs) are increasing in the general adolescent population, giving rise to concerns about the impact these behaviors have on gifted and talented youth. Educators of the gifted may not have adequate understanding of these behaviors, limiting their effectiveness in supporting gifted students engaging in SIB. This article provides an overview of definitions, demographics, and influencing factors, which may enlighten teachers of gifted students about how best to work with those who are struggling with this behavior. The article concludes with a set of suggested best practices for educators of the gifted that can be implemented in schools and classrooms to support students who are self-injuring and to potentially prevent other gifted students from engaging in SIB.
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