Gifted Mental Health Specialist

Description The Gifted Mental Health Specialist supports the social, emotional, behavioral, and mental health needs of gifted and twice-exceptional (2e) students through direct services, consultation, collaboration, and systems-level support. This position requires a deep understanding of the unique characteristics of gifted learners, including asynchronous development, perfectionism, anxiety, overexcitabilities, identity development, underachievement, masking, executive functioning challenges, and the intersection of giftedness with disabilities, culture, language, and neurodiversity. The specialist partners with students, families, teachers, administrators, and multidisciplinary teams to ensure students are supported in a manner that honors both their advanced cognitive abilities and their emotional well-being. The role emphasizes proactive mental health support, culturally responsive practices, and strength-based approaches that foster belonging, dignity, and worth for all learners. This is a 192 day position and the salary range is from $66,000.00 - $100,000.00 depending on experience and education level. Benefits include employer paid medical, dental, STD, LTD, life insurance, and paid time off; other optional benefits plans, like vision, life and AD&D insurance are available and paid by the employee. (Please note benefits are subject to change without notice.) Mission Alignment The Gifted Mental Health Specialist is committed to supporting the whole child and ensuring that gifted and twice-exceptional learners experience challenge, connection, emotional safety, and a strong sense of belonging within the school community. The role supports the development of environments where advanced learners are empowered to thrive academically, socially, and emotionally. Requirements Duties and Responsibilities Direct Student Support Provide individual and small-group counseling services for gifted and twice-exceptional students. Support students experiencing anxiety, perfectionism, stress, depression, social isolation, school avoidance, executive functioning challenges, emotional intensity, and identity-related concerns. Facilitate skill-building in: Emotional regulation Self-advocacy Executive functioning Social communication Resilience and coping strategies Healthy peer relationships Develop and implement intervention plans aligned with student strengths and needs. Conduct risk assessments and crisis response support as needed. Collaboration and Consultation Collaborate with teachers, counselors, school psychologists, special education staff, and administrators to support student success. Participate in MTSS, IEP, 504, ALP, and problem‑solving teams as appropriate. Consult with staff regarding the social‑emotional characteristics of gifted and twice‑exceptional learners. Help staff differentiate behavioral concerns from manifestations of giftedness, disability, trauma, anxiety, or asynchronous development. Support the development of psychologically safe and inclusive classroom environments. Family Partnerships Build collaborative relationships with families through proactive communication and support. Provide resources, coaching, and guidance related to the emotional and developmental needs of gifted and twice‑exceptional children. Facilitate parent education opportunities. Systems and Program Support Assist in developing a comprehensive social‑emotional framework for gifted and twice‑exceptional learners. Help create systems that promote belonging, dignity and psychological safety for advanced learners. Support schoolwide mental health initiatives through a gifted/2e lens. Analyze trends in student well‑being, behavior, attendance, and engagement to identify systemic needs. Collaborate on crisis response planning and student re‑entry supports when appropriate. Professional Learning and Advocacy Provide professional development to staff on: Characteristics of gifted and twice‑exceptional learners Mental health considerations in gifted education Culturally responsive gifted practices Trauma‑informed approaches Neurodiversity‑affirming practices Advocate for equitable identification and support systems for underrepresented gifted learners. Stay current on research and best practices in gifted education, counseling, mental health, and twice‑exceptionality. Qualifications Required Master’s degree in School Counseling, Social Work, Psychology, Clinical Mental Health Counseling, or related field. Current state licensure/certification appropriate to role (e.g., Licensed Clinical Social Worker, Licensed Professional Counselor, School Psychologist, or School Counselor). Experience working with children and adolescents in educational or clinical settings. Knowledge of social‑emotional characteristics of gifted and twice‑exceptional learners. Strong collaboration, communication, and relationship‑building skills. Preferred Experience working specifically with gifted and twice‑exceptional populations. Training in gifted education and/or twice‑exceptionality. Knowledge of special education processes, MTSS, and behavioral intervention systems. Experience facilitating restorative practices and strength‑based interventions. Understanding of culturally responsive and equity‑centered practices in gifted education. Knowledge, Skills, and Abilities Deep understanding of asynchronous development and the unique emotional profiles of gifted learners. Ability to build trusting relationships with students and families. Ability to balance academic challenge with student wellness. Strong problem‑solving and systems‑thinking abilities. Ability to navigate sensitive situations with empathy, professionalism, and discretion. Commitment to creating inclusive environments where students feel seen, valued, and supported. Physical and Work Environment Ability to work in a school environment with frequent interaction among students, staff, and families. Ability to respond to crisis situations and move throughout the campus as needed. Occasional evening events or family education sessions may be required. Reports To Director of Student Support Services Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice. Regular, on site, attendance is required for this position. Stargate School shall not discriminate in its employment or hiring practices on the basis of race, color, sex, age, religion, creed, citizenship, national origin, ancestry, genetic information, marital status, sexual orientation, gender identity or expression, disability, or any other characteristic prohibited by law. Stargate is committed to cultural diversity among school personnel as a means of enriching the educational experience. Stargate School shall identify, solicit, and consider applicants for employment from a broad spectrum of qualified individuals who will contribute to that effort. #J-18808-Ljbffr Stargate Charter School