Leonardo Gifted School is partner or member of: COBIS - Council of British International Schools, ECHA - European Council for High Ability, WCGTC - World Council for Gifted and Talented Children, AERO - Alternative Education Resource Organization, BPLUSA - Big Picture Learning Design USA, University of Bucharest - Faculty of Phychology and Educational Sciences, University of Connecticut - Neag School of Education, Simon Fraser University - Faculty of Education


“Wherever we look around the world, we see smart leaders—in politics, in business, in media—making terrible decisions. What they’re lacking is not IQ, but wisdom. Which is no surprise; it has never been harder to tap into our inner wisdom, because in order to do so, we have to disconnect from all our omnipresent devices—our gadgets, our screens, our social media—and reconnect with ourselves.” Thrive – Arianna Huffington



lthough there are many definitions of what giftedness is, and unfortunately no universally agreed upon definition of gifted and talented learners, widely all studies indicate that gifted children need a different learning and Counselling system of education themselves, as well as their parents, and their care givers. In this moment, in Europe, there are just a few schools dedicated exclusively to supporting giftedness. 

LEONARDO GIFTED SCHOOL for gifted children is developed from the start with gifted in mind. When gifted kids aren’t being challenged in the current school system, they get bored and start anti-social behaviour or regress emotionally and socially, so their parents may look to alternatives. Consolidating on our vast experience of over 5 years of direct work with gifted, Leonardo Gifted School offers in a highly selected environment a differentiated education tailored for gifted kids.


What are the benefits for children?


If you could watch closely their faces and bodies their first day in school, you would feel their high interest into each other and have their feeling – that is when „two mountains” meet. Gifted children do sense each other and have a sense of recognition by seeing in the others their own traits and abilities, and so they feel secure and in comfort, and eager to learn and share new experiences.