Wellisch, Mimi. (2020). Parenting with Eyes Wide Open: Young gifted children, early entry and social isolation. Gifted Education International, 1-19.

    Wellisch, Mimi. (2017). Re-introduction of cognitive screening for all school children. FINAL 08 Wellisch JuneAustralasian Journal of Gifted Education, Vol. 26(1), 34-43.

    Wellisch, M.(2016). Gagné’s DMGT and underachievers: The need for an alternative inclusive gifted model.07 Wellisch 2016 Australasian Journal of Gifted Education, Vol. 25(1), 18-30.

  • Wellisch, M.(2016). Are some children at your service gifted? Every Child, 22(4), 24-25.

  • Wellisch, M., & Brown, J. (2013). Many faces of a gifted personality: Characteristics along a complex gifted spectrum. Talent Development & Excellence, 5(2), 43-58. link to pdf here


  • Wellisch, M., & Brown, J. (2012). An integrated identification and intervention model for intellectually gifted children. MW_145.full Journal of Advanced Academics, 23, 144–167.

  • “THE CASE FOR A STRENGTH BASED EARLY CHILDHOOD PROGRAM Every Child, Volume 12, Number 4, 2006The topic of how to manage challenging behaviours in childcare services has been visited often during the past decade, because professionals have to deal, on a daily basis, with ever-escalating behaviour issues among children in their care.



  • “WILD children in childcare.” Rattler 78, Winter 2006American children are being expelled from children’s services more frequently than from schools. While there is no research to verify this trend in Australia, aggression and conduct problems in young children seem to be on the rise. Mimi Wellisch explains that although there are relatively few children who behave violently in childcare services, their impact can cause trauma to children, parents and staff when a service finds itself unprepared.


  • “MANAGING CHALLENGING BEHAVIOUR: IS THE ENVIRONMENT A FACTOR.” Every Child, Volume 11, No.1, Summer 2005Children, who spend a considerable part of their waking day in unchallenging, alienating environments – dominated by artificial lights and human-created materials – often react by acting out with what adults perceive as challenging behaviours. In contrast, more natural environments are stimulating and at the same time have a calming effect.





  • “Early Childhood Teacher Attitudes and Practices on the North Coast of NSW” Journal of Australian Research in Early Childhood Education, Volume 1, 1999There is a dearth of Australian research on rural gifted and talented education in early childhood settings. This study, carried out on the North Coast of N.S.W. used a mixed methodology of surveys and semi structured interviews to find out how the attitudes and practices of teachers who had attended in-service sessions on gifted and talented children differ from teachers with no such training. The results of the study indicate that consultancy services and a compulsory unit on gifted and talented children during pre-service education are needed.





  • “A case study” Gifted, April 1996Billy’s gifted and talented nature did not shine out. Only training on the part of the researcher helped to identify him at preschool. At school he was not so lucky. None of his teachers had trained in the area of Gifted and Talented education, and thus overlooked his identifying characteristics. As acceleration was the only system available for young gifted and talented children at his school, it was imperative that he be identified in order for his educational and emotional needs to be met. Due to various circumstances, assessment was never carried out. This is a case study of an exemplary gifted and talented child’s journey from preschool to school in a town in N.S.W. We can only hope that his is the only case.