Why should clever children need extra help to meet their potential? Some of our brightest children are not provided with the right environment to bring out their best, especially those children who are cognitively gifted but have very significant unevenness in their skills, causing them difficulties in some areas of their life (2e or twice-exceptional). These can include difficulties in self-regulation, specific learning difficulties such as dyslexia, slow processing speed, poor working memory, ASD or developmental coordination disorder, as examples. Some gifted students are simply understimulated in class and find the repetition and slow pace of work a huge challenge - the challenge of persistent boredom - and can develop behaviour problems in this context. The goal for these children is to be able to provide the 'just right' cognitive stimulation - alongside any therapeutic or learning support - to be able to meet their full potential.