Twice-exceptional students

Revised Tuesday, June 25, 2024.

Twice-exceptional adults refer to humans who possess both outstanding intellectual abilities, often in the form of giftedness, and one or more disabilities or challenges, such as ADHD, dyslexia, or autism spectrum disorder.

Research on this population has gained momentum recently, shedding light on their unique strengths, challenges, and needs.

One recent study in the "Journal of Learning Disabilities" explored the experiences of twice-exceptional adults in higher education settings.

The researchers conducted qualitative interviews with a diverse group of 2e adults to understand their academic journeys, coping strategies, and experiences of navigating the higher education system.

Findings from the study highlighted several key themes:

• Navigating Multiple Identities: Participants described the challenge of reconciling their giftedness with their disabilities, often feeling like they didn't fully belong in either the gifted or disability communities. The Twice-exceptional adults grappled with issues of identity and struggled to find a sense of belonging.

• Academic Challenges and Coping Strategies: Participants reported facing various academic challenges, such as difficulties with organization, time management, and executive functioning.

  However, many also developed effective coping strategies, such as utilizing assistive technology, seeking academic accommodations, and leveraging their strengths to compensate for their weaknesses.

• Supportive vs. Unsupportive Environments: The study highlighted the importance of supportive environments in facilitating the academic success of 2e adults.

  Those who received understanding and accommodations from professors and support staff tended to fare better academically than those who encountered skepticism or lack of support.

• Social and Emotional Factors: Twice-exceptional adults often grappled with social and emotional challenges, including feelings of isolation, anxiety, and imposter syndrome. Many struggled to advocate for themselves and felt misunderstood by peers and professors.

• Identity Development and Self-Acceptance: Over time, Twice-Exceptional Adults described undergoing a process of self-discovery and acceptance, embracing their unique identity as 2e individuals. They emphasized the importance of self-advocacy and finding communities where they felt understood and accepted.

• Career Pathways and Employment Challenges: While the focus of many studies on Twice-Exceptional Adults has been on their experiences in education, there's a growing interest in understanding their career pathways and employment challenges.

  Some research suggests that 2e adults may face barriers in traditional employment settings due to their unique strengths and weaknesses.

  However, there's also evidence to suggest that specific industries or professions may be particularly well-suited to their talents, such as fields that require creativity, problem-solving, and innovation.

• Mental Health and Well-being: Another critical area of research is twice-exceptional adults' mental health and well-being.

  Many individuals in this population experience higher rates of anxiety, depression, and other mental health issues compared to the general population. Understanding the factors contributing to these challenges and developing effective interventions to support their mental health is critical.

• Neurodiversity in the Workplace: As awareness of neurodiversity grows, there's increasing interest in promoting inclusive practices in the workplace to accommodate Twice-Exceptional Adults with diverse cognitive profiles, including twice-exceptional adults.

  Final thoughts

  Research in this area explores strategies for creating supportive work environments, providing appropriate accommodations, and leveraging the unique talents of 2e folks to enhance workplace productivity and innovation. Many of these findings directly affect intimate relationships for Twice-Exceptional Adults.

  I’ll be discussing this in more detail in upcoming posts.

Be well, stay kind, and Godspeed.

REFERENCES:

Baum, S. M., & Owen, S. V. (Eds.). (2019). To Be Gifted and Learning Disabled: Strategies for Helping Bright Students with LD, ADHD, and More. Prufrock Press.

Brody, L. E., Mills, C. J., & Mills, M. J. (2018). The voices of twice-exceptional college students: Recommendations for support and success. Journal of Advanced Academics, 29(4), 286-310. doi:10.1177/1932202X18816120

Mofield, E. L., & Peters-Burton, E. E. (2018). Navigating higher education: The experiences of twice-exceptional college students. Journal of Learning Disabilities, 51(1), 80-89. doi:10.1177/0022219417708677

Roux, A. M., Rast, J., Anderson, A., Shattuck, P., & Nayar, K. (2015). National Autism Indicators Report: Transition into Young Adulthood. Philadelphia, PA: Life Course Outcomes Research Program, A.J. Drexel Autism Institute, Drexel University.

Sobin, L. B., & Friedman, J. N. (2016). Bright Not Broken: Gifted Kids, ADHD, and Autism. Jossey-Bass.