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Twice Exceptional Learners

Gifted. Struggling. Both Can Be True.

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Some children amaze adults with their creativity, insight, vocabulary, problem-solving abilities, or deep knowledge of topics they love. At the same time, they may struggle with reading, writing, math, organization, attention, or emotional regulation.

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These students are often called twice-exceptional (2e) because they are both gifted and have a learning difference, disability, or neurodivergent profile.

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Because their strengths and challenges can mask one another, twice-exceptional learners are frequently misunderstood.

 

Parents often hear comments such as:

  • "They're so smart—they just need to try harder."

  • "If they can talk like that, why can't they write it down?"

  • "They test above grade level, so there can't be a problem."

  • "They're capable of more if they would apply themselves."

 

If these statements sound familiar, your child may be twice-exceptional.

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What Does Twice-Exceptional Look Like?

Every child is different, but many 2e learners:

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Show Advanced Strengths

  • Exceptional vocabulary and verbal reasoning

  • Strong creativity and imagination

  • Deep curiosity and intense interests

  • Advanced problem-solving abilities

  • Sophisticated thinking beyond their age

  • Strong memory for preferred topics

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Why Twice-Exceptional Students Are Often Missed

​A gifted student may develop clever strategies to compensate for a learning challenge. For example, a child with dyslexia may memorize words and rely on context clues, allowing them to appear successful for years. A highly intelligent student with dyscalculia may use reasoning skills to solve problems while still lacking fundamental number sense. Because these students often perform "well enough," their struggles can go unnoticed until academic demands become overwhelming. The result can be frustration, declining confidence, anxiety, and a growing belief that something is wrong with them. Many twice-exceptional students spend years believing they are lazy, careless, or not trying hard enough when the reality is that their brains are processing information differently.

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Supporting the Whole Child

Twice-exceptional learners need support that recognizes both their strengths and their challenges. Effective instruction should:

✓ Build on existing strengths

✓ Address learning differences directly

✓ Provide appropriate challenge and enrichment

✓ Teach skills explicitly and systematically

✓ Protect self-esteem and confidence

✓ Celebrate progress rather than perfection

When giftedness and learning differences are understood together, students can thrive academically and emotionally.

 

My Approach

I believe that children learn best when they feel understood. In my work with twice-exceptional learners, I focus on:​

✓ Identifying and leveraging strengths

✓ Providing evidence-based intervention for areas of difficulty

✓ Teaching in ways that support diverse learning profiles

✓ Reducing anxiety around mistakes and learning challenges

✓ Helping students develop self-awareness and self-advocacy skills

✓ Creating an environment where giftedness and struggle can coexist

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Many of the students I serve are bright, capable children who have spent years wondering why school feels harder for them than it seems to for others. My goal is to help them understand how they learn and give them the tools they need to succeed.

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Let's Talk

If you're wondering whether your child may be twice-exceptional, I'd like to learn more about your family's experience. Every child deserves instruction that honors both their strengths and their challenges.

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While Also Experiencing Challenges

  • Dyslexia, dysgraphia, or dyscalculia

  • ADHD or executive functioning difficulties

  • Slow processing speed

  • Anxiety related to school performance

  • Perfectionism and fear of making mistakes

  • Difficulty demonstrating what they truly know

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