Understanding Twice-Exceptionality

When giftedness meets neurodiversity: a concise guide to recognising and supporting twice-exceptional learners

Twice-exceptionality (2e) represents one of the most fascinating and misunderstood

intersections in human neurodiversity. When exceptional intellectual abilities coexist with neurological differences such as autism, ADHD, or specific learning differences, the result is a complex cognitive profile that challenges traditional educational approaches and demands sophisticated understanding [1].

What Is Twice-Exceptionality?

Twice-exceptional individuals possess both exceptional abilities in one or more domains alongside genuine neurological differences that affect learning or daily functioning. This might manifest as an autistic child who demonstrates remarkable mathematical reasoning while experiencing social communication challenges, or an ADHD student who shows exceptional creative abilities but struggles with executive functioning [2].

The key insight is that these are not contradictory characteristics—giftedness and neurodivergence can and do coexist, creating unique profiles that resist simple categorisation [3]. Contemporary research emphasises that neurological differences are natural variations in human cognition, not deficits requiring remediation, while exceptional abilities represent genuine strengths to be nurtured [4].

The Challenge of Recognition

One of the greatest barriers to supporting twice-exceptional learners is identification. The phenomenon of "masking" creates significant challenges, where exceptional abilities and neurological differences can obscure each other in three primary ways [5]:

Giftedness masking neurodivergence: 

Advanced cognitive abilities may compensate for processing differences, resulting in average academic performance that hides both the exceptional potential and the support needs.

Neurodivergence masking giftedness: 

When educators focus primarily on addressing behavioural or learning challenges, exceptional abilities may be overlooked, particularly if they don't translate directly into traditional academic achievement.

Mutual masking: 

Sometimes both the giftedness and neurodivergence remain hidden, leading to identification as a "typical" learner despite the presence of both characteristics.

This masking is particularly pronounced in girls, who may engage in social camouflaging behaviours that hide their neurological differences while also downplaying their exceptional abilities to fit social expectations [6].

A Neurodiversity-Affirming Approach

Traditional educational models that attempt to "fix" neurological differences have proven inadequate and often harmful for twice-exceptional learners. Instead, contemporary best practice emphasises neurodiversity-affirming approaches that celebrate cognitive diversity while providing necessary support [7].

The Talent Development Model exemplifies this approach, focusing on identifying and nurturing specific areas of exceptional ability while providing appropriate accommodations for challenges [8]. Rather than viewing neurodivergence as a barrier to overcome, this model leverages individual strengths to address areas of difficulty.

For twice-exceptional autistic students, this might involve incorporating special interests into learning activities, providing sensory accommodations, and using visual supports while simultaneously offering advanced content in areas of strength [9]. For students with ADHD, effective support includes movement integration, interest-based learning, and executive function coaching alongside opportunities for advanced exploration of their passions [10].

The Importance of Individualised Support

Each twice-exceptional individual presents a unique profile requiring personalised assessment and support. Comprehensive evaluation must examine multiple domains of functioning, moving beyond traditional IQ testing to include portfolio assessment, dynamic evaluation of learning potential, and ecological assessment across different contexts [11].

Effective programming emphasises Universal Design for Learning principles, creating environments with multiple means of representation, engagement, and expression. This allows twice-exceptional learners to access advanced content through their areas of strength while receiving necessary accommodations for areas of challenge [12].

Family and Professional Perspectives

Families of twice-exceptional learners often become expert advocates, developing deep knowledge about their children's needs while navigating complex educational and support systems. Research reveals both the challenges families face—including the need to educate professionals about twice-exceptionality—and the remarkable strengths they bring, including persistence, creative problem-solving, and community building [13].

Professional development remains a critical need, as most educators lack specific training in twice-exceptionality. Effective preparation must include understanding of neurodiversity concepts, identification skills, strengths-based support strategies, and collaboration across disciplines [14].

Mental Health and Wellbeing

Twice-exceptional individuals face unique mental health challenges, including higher rates of anxiety and depression, often related to perfectionism, social isolation, and the exhaustion of masking behaviours [15]. However, research also identifies significant protective factors, including self-awareness, special interests that provide motivation and positive identity, and strong problem-solving abilities [16].

Therapeutic approaches must be adapted to recognise the complex interaction between exceptional abilities and neurological differences. Modified cognitive-behavioural therapy, acceptance and commitment therapy, and mindfulness-based approaches have shown particular promise [17].

Cultural Considerations

Twice-exceptionality intersects with cultural, linguistic, and socioeconomic diversity in ways that create additional complexity. Different cultures may recognise and value different types of exceptional abilities, while attitudes toward neurodivergence vary significantly across communities [18].

Supporting twice-exceptional learners from diverse backgrounds requires culturally responsive approaches that recognise different expressions of ability, address potential biases in assessment tools, and engage families as partners in understanding their children's unique profiles [19].

Looking Forward

The future of twice-exceptional support lies in embracing neurodiversity as a source of strength rather than viewing it as a challenge to be managed. This requires systemic changes in how we conceptualise ability and difference, moving toward more inclusive, flexible approaches that can simultaneously nurture exceptional potential while providing necessary accommodations.

Key priorities include developing comprehensive identification procedures that can recognise masking phenomena, implementing strengths-based programming that leverages abilities while addressing challenges, and building professional capacity through targeted training and ongoing support [20].

 Conclusion

Twice-exceptional individuals represent the beautiful complexity of human neurodiversity, embodying both extraordinary potential and genuine support needs. By adopting neurodiversity-affirming approaches that celebrate cognitive differences while providing sophisticated support, we can unlock the remarkable contributions these individuals offer to our communities.

The research is clear: when twice-exceptional learners receive appropriate recognition, strengths-based support, and accommodations that honour their complex profiles, they can achieve exceptional outcomes. The challenge now is translating this knowledge into practice, creating educational and support systems worthy of these extraordinary individuals.

Understanding twice-exceptionality isn't just about supporting a specific population—it's about recognising and nurturing the full spectrum of human cognitive diversity. In doing so, we create more inclusive, responsive environments that benefit all learners while unlocking the innovative potential that neurodivergent minds bring to our world.

References

1. M. Ronksley-Pavia, "A Model of Twice-Exceptional Giftedness: Exploring Gifted Students' Experiences of Disability," Australian Journal of Teacher Education, vol. 43, no. 6, 2018.

2. B. A. Trail, Twice‑Exceptional Gifted Children, 2nd ed., Routledge, 2022.

3. M. Abraham, "The School Experiences of Twice Exceptional Students: A Review of Recent Research," Exceptionality, 2025.

4. N. Walker, "The real experts: Readings for parents of autistic children," Autonomous Press, 2015.

5. F. Atmaca and M. Baloğlu, "The Two Sides of Cognitive Masking: A Three-Level Bayesian Meta-Analysis on Twice-Exceptionality," Gifted Child Quarterly, vol. 66, no. 4, pp. 277–295, 2022.

6. A. M. Blackburn and G. Townend, "Gifted Girls with Autism Spectrum Disorders: Provisions and Priorities in Australian School Settings," in International perspectives on gifted education, 2020s, ch. 26.

7. M. Gierczyk and G. Hornby, "Twice-Exceptional Students: Review of Implications for Special and Inclusive Education," Education Sciences, vol. 11, no. 2, p. 85, 2021.

8.  S. M. Baum, R. M. Schader, and T. P. Hébert, "Through a Different Lens Reflecting on a Strengths-Based, Talent-Focused Approach for Twice-Exceptional Learners," Gifted Child Quarterly, vol. 58, no. 4, pp. 311–327, 2014.

9. S. M. Reis and S. Renzulli, "Research‑Based Strength‑Based Teaching and Support Strategies for Twice‑Exceptional High School Students with Autism Spectrum Disorder," Behavioral Sciences, vol. 15, no. 6, 2025.

10.  S. N. Reis, N. W. Gelbar, and J. W. Madaus, "Pathways to academic success: specific strength-based teaching and support strategies for twice exceptional high school students with autism spectrum disorder," Gifted Education International, 2022.

11. A. E. J. Burger-Veltmeijer and A. Minnaert, "Needs-based assessment of twice-exceptional gifted students: The S&W-Heuristic," Advances in Social Sciences Research Journal, vol. 10, no. 1, 2023.

12.  M. Foley-Nicpon and J. Y. C. Kim, "Identifying and Providing Evidence-Based Services for Twice-Exceptional Students," in Handbook of Giftedness and Talent Development in the 21st Century, Springer, Cham, 2018, pp. 349–362.

13.  S. L. D'Souza, "Academically Gifted University Students with Learning Differences: A Qualitative Exploration of the Experiences and Perceptions of Twice Exceptional University Students," Ph.D. dissertation, Univ. of Connecticut, 2014.

14.  K. A. Hopwood, "Twice-exceptionality: teachers' awareness and training about twice-exceptionality and their effects on the academic, social and emotional outcomes of students," 2019.

15. M. Abraham, "The School Experiences of Twice Exceptional Students: A Review of Recent Research," Exceptionality, 2025.

16. L. Silverman, "Asynchronous development in gifted children," in The social and emotional development of gifted children, Prufrock Press, 2013, pp. 18-25.

17. M. Ronksley-Pavia, "A Model of Twice-Exceptional Giftedness: Exploring Gifted Students' Experiences of Disability," Australian Journal of Teacher Education, vol. 43, no. 6, 2018.

18. D. Y. Ford, "Reversing underachievement among gifted Black students," 2nd ed., Prufrock Press, 2013.

19. J. A. Castellano and E. I. Diaz, "Reaching new horizons: Gifted and talented education for culturally and linguistically diverse students," Pearson, 2002.

20. Y. W. Chen, C.-C. Li, M. Gläser‑Zikuda, and C. C. Kuo, "An Online Survey on Challenges and Needs for Identifying and Nurturing Twice Exceptional Learners," Gifted Education International, 2022.