Grade skipping can have a profound effect on the lives of those who were accelerated. In 2012 adults Germany in were asked what they remembered, how their experiences had influenced their lives and that of their children. The adults were born between 1917 and 1987. There are answers from 115 adults, for 26 of them their parents had already filled in a questionnaire in 1990. Among these there are 8, who had also given an interview while still at school. Results in brief: For more than 80 per cent it had had a beneficial effect, they would do it again or support their children if they needed this kind of challenge. This confirms John Hattie’s study of meta analyses’: acceleration was more than twice as effective as enrichment. But how about those whose experiences had not so been positive? Can traps be avoided?
When most of these adults skipped one or more grades, the digital age had not yet been “invented”. They had to use the help of adults, books and libraries to catch up with the knowledge they needed for the higher grades.
Today it is much easier: websites, the internet, emails can help gifted children in many ways, especially when they want to accelerate or have done it. The internet can be used
-    for learning, not only to acquire new knowledge out of curiosity but to learn material needed for acceleration;
-    for contact for young people with similar experiences of acceleration;- by parents whose children were accelerated or who are planning to do so; - by educators who are interested in offering acceleration.
A European ‘Network Acceleration’ would be a good idea to teach educators when to offer and how to handle acceleration.