This paper reviews what is known about the relationships between gifted adolescents and their family members and school associates, and offers some ideas and suggestions to help in improving these relationships. Attitudes of the gifted themselves toward giftedness are considered, noting differences between extremely gifted and moderately gifted students and between the mathematically gifted and the verbally gifted. Social problems during adolescence are addressed, including the variety of reasons for student teasing, special problems for gifted females in balancing their need for achievement and their desire for popularity, and the value of ability grouping in alleviating some of these problems. Aspects of relationships with teachers that are negative (such as gifted students' independence of adult structure) and positive (such as possible mentoring) are discussed, with grouping of gifted students proposed as a way to improve relationships. A section on relationships with parents considers unrealistic expectations, effects of labeling, and problems with non-gifted siblings. Parents are encouraged to avoid perfectionist attitudes, keep lines of communication open, and treat all their children with equality. (DB)