Nontraditionally gifted students have unique emotional characteristics that are widely underserved in public education. Neglecting the inimitable emotional design of this population in the academic environment may have violent consequences. This presentation and discussion focuses on the meta-analytic findings of a historiographical study that illuminated potential links between the ill-defined worlds of rampage shootings and twice-exceptional GT students with Emotional/Behavioral disorders. Attend the presentation and participate in a discussion that ties research to policy and practice.