Unmasking Potential: Equity and Support for Twice Exceptional Populations

Aug 8, 2025 By Maryam Zlitni & Ellen Bee

The term neurodivergent is increasingly used to describe individuals whose cognitive and behavioral patterns differ from societal norms – often in ways that make it difficult to navigate traditional educational or social systems. But what does this term truly encompass, and who risks being overlooked within this broad definition? Among the most misunderstood and under-supported are twice-exceptional (2E) individuals – those who are both academically gifted and have one or more learning differences. Despite high potential, these learners are often misidentified or missed entirely, leading to a profound mismatch between their abilities and the support they receive. As therapists, educators, and advocates, we must deepen our understanding of 2E learners and ensure that our systems are equipped to nurture their complex profiles. 

Why 2E Children Often Go Unidentified

​​The term “twice-exceptional”, or 2E, describes children who are both intellectually gifted and have one or more learning or developmental differences such as ADHD, dyslexia, or autism spectrum disorder (Davidson Institute). These children often think, learn, and process information differently and may be more emotionally or intellectually sensitive (National Association for Gifted Children). When a child is both gifted and has a learning difference, one trait often masks the other, making early identification particularly challenging, especially for professionals unfamiliar with twice-exceptionality. 

Twice-exceptional children demonstrate both high abilities and one or more learning, developmental, or behavioral challenges, making their educational and social-emotional needs complex and often misunderstood. These children typically exhibit strong verbal reasoning, advanced problem-solving skills, heightened creativity, and deep passions in areas of interest. At the same time, they may struggle with executive functioning, emotional regulation, attention, social communication, or academic output, especially in areas such as writing or reading (Davidson Institute). As such, their development is often asynchronous, and behaviors may be seen as immature despite sophisticated thinking. 2e children are also more likely to be highly sensitive, perfectionistic, and prone to anxiety, particularly when their internal drive for excellence interferes with challenges related to their learning difference (Reis et al., 2014). As a result, their strengths can mask their struggles, and vice versa, leading to under identification or misdiagnosis in both gifted and special education programs.

It’s important to note that the characteristics of 2E children can vary widely, depending on the nature of their strengths and challenges and there is no single profile that defines this population (Davidson Institute). Below is a list of some core characteristics of 2E children that reflect the interplay between their strengths and challenges. 

• Cognitive and Academic Strengths
  • Advanced vocabulary and verbal expression
  • High levels of creativity or problem-solving skills
  • Strong memory for certain types of information
  • Passion for specific interests and intensity in areas of strength 
• Challenges Related to Learning Differences
  • Difficulty with executive functioning (e.g., organization, time management)
  • Trouble with written expression or reading despite strong verbal skills
  • Emotion regulation difficulties or heightened anxiety related to perfectionism
  • Sensory sensitivities or social communication difficulties
  • Additional attention and focus issues 
• Emotional and Social Challenges
  • Heightened sensitivity to criticism or perceived failure
  • Perfectionism or fear of not meeting expectations
  • Challenges with peer relationships due to different interests or communication styles
  • Strong sense of justice and moral reasoning
• Asynchronous Development
  • Advanced intellectual or creative abilities, but lagging in social and/or emotional development 
  • May appear immature in behavior despite high-level thinking patterns 
  • Frustration due to mismatch between ideas and ability to express and/or complete them 
• Behavioral Patterns
  • May be oppositional, distracted, or disengaged when tasks don’t align with strengths 
  • Tendency to mask struggles to avoid stigma or out of fear of not appearing “smart”
  • May alternate between high achievement and underperformance 

Due to their unique combination of strengths and challenges, 2E children benefit most from learning environments that integrate enrichment opportunities with individualized support. An asset-based approach that acknowledges the whole child and celebrates their abilities is essential for fostering growth, engagement, and well-being.

Masking in 2E Adults

While the strengths of 2E adults may lead them to achieve professionally or academically, many continue to experience significant challenges with executive functioning, emotional regulation, sensory sensitivities, or interpersonal relationships. Over time, many 2E adults become skilled at masking, consciously or unconsciously hiding their struggles in order to fit in, meet expectations, or avoid stigma. This masking can manifest as overcompensating with perfectionism, intellectualizing emotions, people-pleasing, withdrawing socially, or hiding learning difficulties behind humor or charm. While these strategies may help them navigate demanding environments, they often come at a psychological cost, including burnout, imposter syndrome, anxiety, or chronic self-doubt. Many 2E adults report feeling “too much and not enough” simultaneously, internalizing the tension between their high potential and their hidden difficulties. Because their outer competence can obscure their inner distress, they are often misdiagnosed or not diagnosed at all until adulthood, particularly women and BIPOC individuals (Foley et al., 2011). Understanding and supporting 2E adults requires a nuanced, compassionate approach that validates their lived experiences and fosters environments where they can express both competence and vulnerability without shame.

For example, consider the case of an adult who consistently scores at or above the 95th percentile on IQ tests, yet self-describes as “useless” in nearly every aspect of his life and often struggles to follow-through on core responsibilities. Diagnosed with combined-type ADHD in early childhood, this individual carries deep shame and self-doubt, believing his intelligence is meaningless, and envying those who can maintain routines, succeed at work, and complete everyday tasks. In this example, ADHD has masked the individual’s giftedness. Without appropriate support or recognition, his strengths were left under-developed, and his confidence eroded. One can’t help but wonder how different this individual’s life might have been with early, effective interventions tailored to this dual profile.

Racial Inequities in 2E Identification

Twice-exceptionality cannot be meaningfully discussed without addressing the significant racial disparities in how it is recognized. Research consistently shows that White and Asian students are overrepresented among those identified as 2E, while Black and Latine students are disproportionately underidentified (Mayes & Moore, 2016) – a gap that persists even as our schools become more diverse. Racial disparities shape how students are perceived and whether their strengths are acknowledged. While Black and Latine students are underrepresented in gifted education, they are overrepresented in special education categories (Ford et al., 2008). Several structural factors contribute to this inequity: income disparities, educator bias in referrals, and systemic barriers to access. Studies show that Black and Latine students are often held to lower expectations by educators, making them less likely to be referred to gifted programs (Ford et al., 2008). Meanwhile, families from White and Asian backgrounds may have greater access to advocacy and resources to support evaluation (U.S. Census Bureau, 2020). With few incentives for schools to pursue complex 2E identifications,  especially for marginalized students, these patterns of exclusion are often perpetuated.

Recommendations for Identifying and Supporting 2E Students

Effective support for 2E students begins with accurate, early identification and continues with individualized, strengths-based interventions. Because 2E learners present with a unique blend of high potential and learning or attention/executive functioning challenges, traditional evaluation and support methods are often insufficient. Below are key, evidence-based recommendations for more equitable and effective identification and support:

1. Use Comprehensive, Multi-Source Assessments

Standardized tests alone rarely capture the complex profiles of 2E students. A comprehensive evaluation process should include cognitive assessments, academic achievement data, behavioral observations, parent and teacher input, and measures of executive functioning and emotional regulation. This multi-source approach helps prevent over-reliance on any single data point and provides a more nuanced understanding of a student’s strengths and challenges.

2. Train Educators to Recognize Dual Exceptionalities

Professional development is essential for helping teachers and school psychologists recognize the diverse ways twice-exceptionality can present, especially when giftedness masks a learning difference or vice versa. Educators who are trained in cultural competence and twice-exceptionality are more likely to refer students for appropriate assessment and advocate for tailored support.

3. Implement Strengths-Based, Individualized Education Plans

Rather than focusing solely on deficits, support plans should leverage a student’s cognitive and creative strengths. Strengths-based IEPs or 504 plans can include enriched curriculum opportunities, while also incorporating accommodations such as extended time, executive functioning support, or alternative output formats. Flexibility is key to meeting both the advanced learning needs and learning difference-related needs of 2E students.

4. Ensure Culturally Responsive Identification Practices

Cultural and linguistic bias in evaluation tools and referral practices can lead to underidentification of students from racially and linguistically diverse backgrounds. In order to create a more level playing field, schools should use norm-referenced tests that account for cultural diversity and ensure that gifted screening is universal, rather than being dependent on teacher nomination alone. Additionally, collaboration with families and communities can provide critical insight and advocacy for underserved students.

5. Support Social-Emotional Development

According to research, 2E students are more likely than their non-identified or gifted peers to experience a range of social-emotional concerns, such as anxiety, low self-esteem, and frustration related to asynchronous development and academic inconsistencies (Foley, 2021). Social-emotional learning (SEL) supports – such as counseling, mentoring, and executive functioning coaching – can help students navigate these challenges and build resilience.

Moving Forward

Neurodivergence reflects the wide range of cognitive and behavioral diversity that exists outside societal norms. Twice-exceptional individuals are a striking example of this diversity, and their complex profiles require nuanced, individualized support planning. Identifying 2E students early and dismantling the barriers that prevent equitable access to services are essential steps toward equity. There is no single way that twice-exceptionality presents, nor one universal solution to supporting it. But with greater awareness, culturally responsive practices, and intentional systemic change, we can build environments where 2E learners are seen, understood, and empowered to thrive.

References

Digital Commons

Center for Identity Potential (n.d.) A Brief Primer on 2E for Educators.

Davidson Institute for Talent Development. (2021, May 31). Twice Exceptional: Definition, characteristics & identification. Davidson Gifted Blog. Retrieved July 31, 2025, from https://www.davidsongifted.org/gifted-blog/twice-exceptional-definition-characteristics-identification/

Davidson Institute for Talent Development. (2018, June 15). Twice exceptionality: A resource guide for parents [PDF]. Retrieved July 31, 2025, from https://www.davidsongifted.org/wp-content/uploads/2021/03/Twice-Exceptionality-A-Resource-Guide-for-Parents-15-June-2018.pdf

Foley-Nicpon, M. (2021). The social and emotional development of twice-exceptional children. The social and emotional development of gifted children, 103-118.

Foley Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55(1), 3–17.

Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Culturally and linguistically diverse students in Gifted Education: Recruitment and Retention Issues. Exceptional Children, 74(3), 289–306. https://doi.org/10.1177/001440290807400302 

Mayes, R. D., & Moore, J. L. (2016). The intersection of race, disability, and Giftedness. Gifted Child Today, 39(2), 98–104. https://doi.org/10.1177/1076217516628570 

National Association for Gifted Children. (n.d.). National Association for Gifted Children. Retrieved July 31, 2025, from https://www.nagc.org/

Reis, S. M., Baum, S. M., & Burke, E. (2014). An Operational Definition of Twice-Exceptional Learners: Implications and Applications. Gifted Child Quarterly, 58(3), 217–230.

U.S. Census Bureau (2020). Racial demographic estimates quick facts. American Community Survey. Census. https://www.census.gov/quickfacts/fact/table/US/RHI22522