Why Twice-Exceptional Students Struggle in School

At Ignition Therapy, we work with families of twice-exceptional (2e) students—children who are both gifted and have a learning difference or disability. These students possess remarkable intelligence, creativity, and problem-solving skills, yet they often struggle in traditional school environments that are not designed to support their unique needs.

While traditional schools aim to serve a broad range of learners, many can overlook, misunderstand, or fail to accommodate 2e students properly. As a result, these students may experience academic difficulties, social isolation, and emotional distress, even though they have the potential to excel.

Understanding the challenges that twice-exceptional students face is the first step toward effective advocacy and meaningful change. Below, we explore why 2e students struggle in traditional schools and how educators and parents can support their success.

Who Are Twice-Exceptional Students?

A twice-exceptional student is a child who is identified as gifted in one or more areas while also having a disability that impacts their learning. Common diagnoses among 2e students include:

• Dyslexia or other reading disorders

• Attention-deficit/hyperactivity disorder (ADHD)

• Autism spectrum disorder (ASD)

• Executive functioning challenges

• Sensory processing disorders

• Anxiety or depression

Because they are both advanced and challenged, twice-exceptional students often don’t fit neatly into existing school programs. Their strengths may mask their struggles, or their struggles may overshadow their strengths, leading to misidentification, inadequate support, or academic underachievement.

Challenges Twice-Exceptional Students Face in Traditional Schools

1. Misidentification and Lack of Proper Support

One of the biggest barriers for 2e students is that schools often fail to recognize their unique combination of strengths and weaknesses. Common misidentifications include:

• Being labeled as lazy or unmotivated because they excel in some areas but struggle in others.

• Being placed in special education programs that focus only on their challenges, ignoring their giftedness.

• Being placed in gifted programs that do not accommodate their disabilities.

As a result, many 2e students do not receive appropriate academic accommodations, making school an uphill battle.

2. A One-Size-Fits-All Approach to Learning

Traditional schools are designed to move students through a standardized curriculum, with little flexibility for individual learning differences. This structure often fails 2e students, who need:

• Acceleration in their areas of giftedness (e.g., advanced math, science, or creative thinking).

• Remediation or accommodations in their areas of difficulty (e.g., reading, organization, focus).

When schools do not provide both, 2e students may feel:

• Bored and unchallenged in subjects they excel in.

• Overwhelmed and frustrated in subjects where they struggle.

Without an individualized approach, many 2e students lose motivation or disengage from learning entirely.

3. Executive Functioning and Organization Struggles

Many twice-exceptional students have difficulty with executive functioning skills, which include:

• Planning and organizing assignments

• Managing time effectively

• Following multi-step directions

• Staying focused on tasks

While they may understand complex concepts, they often struggle to complete tasks efficiently. This can lead to:

• Missed assignments and low grades, despite strong intellectual abilities.

• Frustration from teachers and parents, who may misinterpret their struggles as carelessness.

Without direct instruction in time management, organization, and study strategies, 2e students may struggle to reach their full academic potential.

4. Social and Emotional Challenges

Twice-exceptional students often experience intense emotions, social difficulties, or feelings of isolation. Many struggle with:

• Feeling different from peers, leading to loneliness or frustration.

• Difficulty regulating emotions, especially when facing challenges.

• Perfectionism and anxiety, leading to fear of failure.

Because of these social-emotional struggles, 2e students may:

• Avoid challenges or shut down when frustrated.

• Act out in class due to sensory overload or frustration.

• Develop low self-esteem, believing they are "not smart enough" despite their abilities.

Traditional schools rarely address the social-emotional needs of gifted students, leaving 2e learners without the support and coping strategies they need.

5. Resistance to Accommodations for Gifted Students with Disabilities

Many schools provide accommodations for students with disabilities through 504 Plans or Individualized Education Programs (IEPs). However, gifted students often struggle to qualify for these supports because they do not fit traditional definitions of a "struggling student."

• If they perform well academically despite their disabilities, they may be denied accommodations.

• If they receive accommodations for their disabilities, they may be denied access to gifted programs.

This leaves many 2e students stuck in an educational limbo, where their needs are not fully met in either gifted or special education programs.

How Schools Can Better Support Twice-Exceptional Students

While traditional schools pose challenges for 2e students, there are solutions that can create a more inclusive and supportive learning environment. Schools must:

1. Recognize and Properly Identify 2e Students

• Use comprehensive assessments that evaluate both giftedness and learning challenges.

• Train educators to recognize asynchronous development, where students excel in some areas but struggle in others.

• Ensure both strengths and challenges are considered when developing learning plans.

2. Implement Individualized Learning Supports

• Provide IEPs or 504 Plans that accommodate both giftedness and disabilities.

• Allow for curriculum acceleration in gifted areas while providing supports in struggling areas.

• Use flexible grouping, placing 2e students with peers who match their intellectual and social-emotional needs.

3. Teach Executive Functioning Skills

• Provide direct instruction in organization, time management, and self-regulation.

• Offer assistive technology and tools for note-taking, task management, and study skills.

• Reduce busy work and unnecessary repetition, allowing students to focus on meaningful learning.

4. Address Social-Emotional Needs

• Offer counseling and mentorship programs tailored to 2e students.

• Create safe spaces where students can discuss their struggles without judgment.

• Encourage peer connections through gifted clubs, discussion groups, or online forums.

5. Provide More Flexibility in Learning

• Allow independent study projects based on student interests.

• Offer alternative assessment options, such as oral presentations or creative projects instead of traditional tests.

• Give students more control over their learning pace, avoiding frustration with rigid curriculums.

Final Thoughts: Advocacy for Twice-Exceptional Students

Twice-exceptional students have extraordinary potential, but they require a learning environment that recognizes both their strengths and their challenges. Traditional schools often fail to meet their needs, leading to academic struggles, frustration, and disengagement.

At Ignition Therapy, we specialize in supporting 2e students and their families, ensuring that they receive the individualized education and emotional support they deserve.

If your child is struggling in a traditional school environment, we can help. Contact us today at Ignition Therapy to learn more about how we advocate for twice-exceptional learners.