Students who are twice-exceptional (2e) possess exceptional cognitive abilities while also experiencing learning disabilities such as anxiety disorders, dyslexia, ADHD, or autism. Despite their remarkable potential, their difficulties are often overlooked or misinterpreted, leading to inflated expectations and significant pressure from parents, educators, and even themselves.

The challenge lies in balancing these high demands with the support required to help them thrive. According to Reis, Baum, and Burke (2014), 2e students may suffer from burnout, anxiety, perfectionism, and self-doubt if they do not receive adequate support. This article explores the challenges faced by 2e students and offers research-backed strategies to help them successfully manage these pressures.

Understanding Twice-Exceptionality

Twice-exceptional students are highly gifted in certain areas but also have learning disabilities that hinder their academic performance, which can be difficult to understand. Approximately 6% of gifted children are believed to have a disability, though many go undiagnosed, as their skills may mask their deficiencies and vice versa (Foley Nicpon et al., 2011).

Common challenges faced by 2e students include:

• Asynchronous Development: They may experience uneven growth in various domains. For instance, a 10-year-old 2e student might read at a college level but have the emotional regulation of a much younger child (Baum et al., 2017).
  
  

• Masking and Compensation: In an effort to meet high expectations, many 2e students conceal their difficulties, leading to fatigue and frustration (Rinn & Reynolds, 2012).
  
  

• Executive Functioning Difficulties: High intelligence does not necessarily correlate with strong organizational skills, time management, or task completion (Willard-Holt et al., 2013).
  
  

• Social and Emotional Challenges: 2e students often feel misunderstood, resulting in loneliness, low self-esteem, and perfectionism (Neihart, 2020). Teachers and parents may assume that giftedness alone negates the need for additional support, increasing stress for the student.
  
  

The Burden of High Expectations

Twice-exceptional kids face pressure from multiple sources:

1. Parental and Teacher Expectations
   Given their high intellectual potential, parents and educators often believe 2e students should excel in every subject. A 2e student may be viewed as "lazy" or "not trying hard enough" when struggling with writing, focus, or organization (Reis et al., 2014). This expectation can lead to frustration and self-doubt.
   
   

A study by King, Lemons, and Hill (2012) found that twice-exceptional students often face heightened academic pressure due to the assumption that their strengths compensate for their difficulties.

2. Perfectionism and Self-Pressure
   Many 2e students develop perfectionistic tendencies, fearing that failure in any area could diminish their intellectual value. Neumeister et al. (2015) report that perfectionism can lead to anxiety, procrastination, and avoidance of challenging tasks. In one case study (Maddocks, 2018), 2e students internalized negative self-perceptions, feeling they must work twice as hard to prove their worth.
   
   

3. Social and Emotional Toll
   High expectations often cause stress, anxiety, and depression, which can have a detrimental impact on mental health. Due to the constant effort required to meet expectations, 2e students are more prone to burnout and emotional exhaustion (Peterson, 2016). Without appropriate support, these students may experience low self-worth, disengagement, or even school avoidance (Baum et al., 2017).
   
   

Strategies for Managing Pressure

Creating a balanced and supportive environment that addresses both the challenges and strengths of twice-exceptional students is essential for their success.

1. Promoting Self-Advocacy
   When 2e students are taught to recognize and communicate their needs effectively, they gain independence and confidence (Baldwin et al., 2015). Some strategies include:

• Encouraging open discussions about learning styles and strengths.

• Teaching self-advocacy techniques, such as requesting extra time or accommodations.

• Providing mentorship opportunities with experienced 2e students or professionals.

2. Establishing a Strength-Based Learning Environment
   A strength-based approach focuses on leveraging students' strengths while addressing their challenges, rather than emphasizing their weaknesses (Reis et al., 2014). Schools should:

• Offer individualized education plans and project-based learning opportunities.

• Provide accommodations like extra time for students with executive functioning issues or speech-to-text software for those with dysgraphia.

• Integrate gifted and special education support simultaneously, rather than treating them as separate needs.

3. Fostering a Growth Mindset
   Perfectionism can be alleviated by promoting a growth mindset—emphasizing that challenges help students learn, rather than adhering to a fixed mindset that demands perfection (Dweck, 2006). Teachers and parents can:

• Value effort and resilience more than innate intelligence.

• Normalize mistakes as part of the learning process.

• Encourage problem-solving skills and reflection on challenges.

4. Prioritizing Emotional Health
   Supporting the emotional well-being of 2e students is crucial, as they often experience heightened stress and anxiety. Neihart and Pfeiffer’s (2021) research suggests:

• Providing access to school counselors, therapists, or mindfulness programs.

• Teaching stress-management techniques such as journaling, deep breathing, or physical exercise.

• Promoting creative outlets and hobbies to help alleviate academic stress.

5. Educating Teachers and Parents
   Many educators and caregivers misinterpret the behaviors of twice-exceptional students due to a lack of awareness. This gap can be addressed through workshops, professional development programs, and resources from organizations like the 2e Centre for Research and Professional Development.
   
   

Conclusion

Maintaining high standards for twice-exceptional students requires a thoughtful and empathetic approach. Academic success and emotional well-being can be promoted by recognizing that these students thrive when their needs are met holistically, rather than focusing solely on achievement.

By fostering self-advocacy, a growth mindset, and supportive learning environments, we can help 2e students manage stress and embrace their strengths. It is crucial to celebrate their resilience, creativity, and unique journey, rather than aiming for perfection.

References 

1. Baldwin, L., Omdal, S. N., & Pereles, D. (2015). Beyond Academics: Social and Emotional Needs of Twice-Exceptional Students. Gifted Child Today, 38(4), 206-214.  2. Baum, S. M., Schader, R. M., & Hébert, T. P. (2017). Through a Different Lens: Reflecting on a Strength-Based, Talent-Focused Approach for Twice-Exceptional Learners. Gifted Education International, 33(2), 134-151.  

3. Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.  4. 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.  

5. 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.