Fabulinus have experience in working with high learning potential (gifted) children in kindergarten and school:

-underachievers with behavioural issues
-the anonymous adaptors
-the highly talented
-the ones you can't get your head around

We can identify high learning potential through a method utilising three perspectives of giftedness, where we observe and test the child, intervju the parents and use surveys and forms to map behaviour and traits. We offer advise, counseling, coaching, training and speaks, for children, youth, parents, teachers, health professionals and other people in need of more information and support in meeting the needs of the highly intelligent child or adolescent.

Through our some 500 cases, we have worked with the two year old reader who cannot connect with age peers, and the four year old who does calculus and see her friends start in school while they themselves are left behind with no-one to relate to. We have seen the fourth grader who walks around in class, disturbing the teacher and their class mates, because they have finished the assignment early, maybe even last month. A few brilliant teens have been unable to be in class because of depression, despair, and physical opposition, but we have found the cause of their troubles and they are now regarded for their talents, not their troubles. Even some of the parents choose to seek counsel and therapy for their school traumas, now re-experienced through their children.

Fabulinus is part of HELP -High Learning Potential Europe, a network of European practitioners supporting children with high learning potential, aka gifted children.

tlf. 40 60 86 77


Our successes


In collaboration with child psychiatric services (BUP), we found a lasting solution for a highly intelligent boy with ADHD-diagnosis whose needs were not met by several schools.

Today, he is wearing no signs of any disease and he is a high performing student.


An unbearable situation in school with no intellectual challenges and no social belonging, was resolved by letting the young girl skip one school year and visit in math class for even older students.

She found new friends with common interests and who she could intellectually relate to.


Solitude, isolation, bullying and lack of challenging tasks, was the situation for a fourth grader whom the school could not figure out. They were not willing to admit that this student was in fact highly intelligent and needed a teacher who was able to recognise, understand and cater for his needs.

We found another school with willingness to acknowledge and learn about high learning potential, and with simple adaptations in the curriculum and close social support, the boy now has many friends, he is popular with the teachers and successful in school.