Colm O'Reilly is the Director of the Irish Centre for Talented Youth (CTYI) at Dublin City University. Colm has worked in the area of gifted and talented education for the last 20 years and has written articles and presented papers at numerous conferences around Europe and worldwide. His research interests include working with gifted students in out of school programs and their academic and social development. He is currently the secretary of the European Council for High Ability and the treasurer for the European Talent Support Network. He serves on the advisory board for the Center for Gifted Education at the College of William and Mary and has just led an EU project to design an online program for teachers of high ability students in regular classrooms.

Lianne Hoogeveen is endowed professor of 'Identification, Support and Counselling of Talent'. She is program director of the RITHA training at the Radboud Center Social Sciences (Radboud University). She trains teachers, remedial educationalists and psychologists (under training). She also conducts scientific research on giftedness and education, and wrote a PhD-thesis on acceleration. As a registered psychologist she advises and counsels gifted children, adolescents and adults at CBO Talent Development. Lianne Hoogeveen is president of the European Council for High Ability (ECHA).

Evelyn Kroesbergen is full professor of Special Educational Needs at the Behavioural Science Institute of Radboud University, the Netherlands. She leads a research group on the educational needs of children with learning disabilities and gifted children. Her research focuses on the cognitive characteristics of children with special educational needs, with a special focus on the role of creativity and executive functions in learning. In one of her research lines, she investigates the early identification and education of gifted children with learning disabilities.

Karine Verschueren is full professor at School Psychology and Development in Context, KU Leuven. She leads a research program on child and adolescent development in schools and the role of social relationships for this development. Her research focuses on teacher-student and peer relationships and interactions as developmental contexts for children. In addition to studying developmental processes in general student populations, she also investigated them in student populations with special educational needs, including high-ability students.