Described as both gifted and challenged, twice-exceptional kids, called 2E kids for short, possess both intellectual giftedness and one or more learning disabilities. The tension between these two realities can make learning a complicated and frustrating experience. However, according to the Child Mind Institute, an organization dedicated to helping children who are experiencing mental health and learning disorders, the right combination of supportive services can identify and improve 2E children’s academic performance and self-esteem.
“Twice-exceptional or 2E students are those with high intellectual abilities (giftedness) alongside a neurodivergent trait or disability. This accounts for likely 2-5% of school aged children,” explains Robyn Cowperthwaite, M.D., chief of adolescent psychiatry at Oklahoma Children’s OU Health in Oklahoma City. She says learning challenges can easily hide learning strengths, and strengths can disguise learning challenges.
“For example, someone may have a reading disorder but have an overall very high level of intelligence,” says Cowperthwaite. “They can likely use that intelligence to mask the reading disorder and compensate with other intellectual strengths. Their overall ability may look average in this scenario, but is truthfully much higher. All the while, the child is not getting the reading support needed that will be required in higher levels of education.”
The same dynamic plays out in a different way for children with attention deficit hyperactivity disorder (ADHD). A highly intelligent child with ADHD, for instance, may still appear to be failing.
“They are unable to concentrate, focus, sit still or accomplish their work,” she says. “They appear disruptive and are unable to show their true knowledge or learning capabilities. That child could become quite dejected and feel that they are simply not a good student, which can ultimately change an academic path or career options.”
In both cases, the child’s potential goes unseen. Without appropriate support, the personal toll can be lasting, with children experiencing anxiety, depression and other behavior problems. It is these far-reaching impacts that make the diagnosis and support of 2E children so important. Navigating these conditions requires individualized care and attention.
“Children with both exceptional talents and disabilities that go unrecognized can have emotional and behavioral consequences,” says Cowperthwaite. “It is recommended that children with asynchronous and unequal development, meaning being advanced in some areas while considerably lagging in others, be referred for neuropsychological testing to potentially rule out any learning differences or disabilities. When appropriately identified and supported, our 2E children can experience much more academic success and emotional well-being, including higher self-esteem.”
For proper identification of 2E kids, she says a school’s involvement for a full assessment of disability, learning disorder or neurodivergence is essential.
“This allows for a potential 504 plan or individualized education plan developed specifically for the child’s personal needs,” she says. “It has also been suggested that parents seek enrichment activities outside of school for areas of interest and support skills that are more challenging. Ideal management focuses on strength-based interventions. Effective support recognizes strengths, capability and intelligence as well as limitations, needs and disability.”
For parents on this journey, Cowperthwaite offers some reassurance alongside practical guidance.
“It is important to remember that academic opportunities expand, and the child can excel with time,” she says. “The older we become, we have a less defined, rigid curriculum and more choice in how we learn new information, the environment we choose and how we focus our time.”
She emphasizes that this balance of strength and struggle is precisely what makes 2E individuals such powerful contributors to the world.
“2E individuals can bring remarkable innovation and creativity to their work in science, technology and the arts, but only if they have the opportunity to realize their inherent capabilities,” she says. “People with these very specific passions and skills have created many of the innovations we enjoy today and will continue to do so the more we support their development.”
