What Does ‘Twice-Exceptional (2e)’ and ‘Gifted’ Mean? Definitions, Challenges, and How to Help Your Child Thrive
What Does "Twice-Exceptional" or “2e” Mean?
Before we dive in here, it's important to mention that defining twice exceptionality is incredibly hard and there's no one perfect definition. While there isn’t a single official definition, here is one that we prefer: "twice-exceptional (2e) individuals evidence exceptional ability and disability, which results in a unique set of circumstances. Their exceptional ability may dominate, hiding their disability; their disability may dominate, hiding their exceptional ability; or each may mask the other so that neither is fully recognized or addressed.” (Baldwin, Baum, et al.)
Simply put, a twice-exceptional (2e) child is someone who is exceptionally strong–sometimes idenfitied as gifted– and exceptionally struggling, due to also having learning differences, such as ADHD, autism, dyslexia, etc. This duality can create a unique set of challenges: they may excel in certain areas, like math, art, or creativity, but may also struggle in others, such as writing, reading, or executive functioning.
When our collective energy and focus are on the strengths of our 2e children, they notice. They start to see their value and feel stronger. We can empower these clever, quirky kids to forge a path forward, exploring their interests and developing their talents in ways that elevate them to be their best and happiest selves.
To learn more about twice exceptionality click here to check out our comprehensive blog What 2e Is, and Most Importantly, What It Isn’t.
In our definition of twice-exceptional, we referenced gifted so now we must ask…
What Does “Gifted” Mean? Understanding the Complexity
Like twice-exceptionality, defining giftedness is complex and multifaceted. There is no single, universally accepted definition, as the concept varies widely depending on cultural, educational, and societal contexts. Honestly, “gifted” or “giftedness” are perhaps some of the most misunderstood and controversial terms out there.
Giftedness often refers to children who demonstrate exceptional ability or potential in one or more areas—whether intellectual, creative, artistic, or academic—compared to their age peers. However, this broad definition can leave much open to interpretation.
The National Association for Gifted Children (NAGC) defines gifted individuals as “students, children, or youth who give evidence of high achievement capability in such areas as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.” This highlights not only the diversity of giftedness but also the importance of providing specialized support to help gifted children thrive.
What Giftedness Doesn’t Mean
While the term “gifted” might sound like an unqualified blessing, it’s essential to dispel some common myths about what it truly means. Giftedness is not a guarantee of an easy life, academic success, or universal talent. In fact, gifted individuals often face unique struggles that can make their journey more complicated.
As one anonymous quote aptly states:
“If giftedness is a gift, can I give it back?”
This sentiment underscores the often-overlooked reality that being gifted comes with its own set of challenges.
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Here’s what giftedness doesn’t mean:
It doesn’t mean universal success. Gifted children are not inherently successful in school or life. While they may excel in one or more areas, they can struggle with organization, motivation, or even self-esteem. Their intellectual abilities don’t always align with academic expectations or practical skills, which can create frustration for both them and their educators.
It doesn’t mean they’re “better” than others. Giftedness is not about superiority. It’s simply a way of describing an exceptional ability or potential in specific areas. Gifted children are as diverse in their strengths and challenges as any other group of individuals.
It doesn’t always seem obvious. Gifted children often experience asynchronous development, meaning their intellectual abilities may far outpace their emotional or social development. They may excel in solving complex problems but struggle to navigate peer relationships or regulate their emotions.
It doesn’t mean life is easier. In fact, it is often quite the opposite. Gifted individuals often deal with intense emotional and intellectual experiences that can make life more challenging. Perfectionism, existential questioning, and heightened sensitivity are just a few of the traits that can make their lives more complex.
It doesn’t mean they don’t need help. Gifted children, like all children, need guidance, support, and encouragement. Their unique wiring means they require opportunities to nurture their strengths and accommodations to address their challenges.
The Characteristics of Giftedness
While no two gifted children are the same, they often share certain traits, including:
Advanced intellectual abilities: Quick learners with exceptional reasoning and comprehension skills.
Intense curiosity: A constant drive to explore and understand the world.
Emotional sensitivity: Heightened self-awareness and strong emotional responses.
Asynchronous development: Intellectual, emotional, and social growth may not align, leading to unique challenges.
Challenges Gifted Children Face
Giftedness can be accompanied by unique hurdles, including:
Underachievement: Boredom, lack of challenge, or undiagnosed learning differences may hinder academic performance.
Social isolation: Asynchronous development and intense interests can make peer relationships more challenging.
Masking and misidentification: In some cases, giftedness can be overlooked, especially in twice-exceptional children whose challenges and strengths may obscure one another.
Okay, now that we’ve gained a deeper understanding of these two important groups—gifted and twice-exceptional—what can we do to help? How can we support these children in a way that honors their unique needs? This is where neuro-affirming resources come in.
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What Are Neuro-Affirming Resources? Why Are They So Important?
When we talk about neuro-affirming resources, we’re referring to professionals and practices that recognize and celebrate neurodiversity. Neuro-affirming professionals do not view neurodivergent children through a deficit-based lens, where their challenges are seen as problems to be “fixed.” Instead, they take a strength-based approach, focusing on the child’s talents and abilities, while providing the necessary support for areas of challenge. The goal is not to change the child to fit into neurotypical molds, but rather to create an environment where the child’s unique wiring can thrive.
For gifted and twice-exceptional children, this approach is especially important. Because they have strengths in certain areas while also facing challenges in others, a traditional educational or therapeutic approach that focuses primarily on "fixing" their weaknesses can unintentionally overlook or undervalue their talents. This can lead to negative self-perceptions, where they begin to feel defined by their difficulties rather than empowered by their strengths. A neuro-affirming approach ensures that both aspects of their identity—gifts and challenges—are recognized and supported, helping them grow in a way that nurtures their whole self.
As parents of 2e children, seeking out neuro-affirming resources is an active and conscious choice we need to make in order to ensure that they are not only supported in their challenges, but also celebrated for their strengths. The right professional can make all the difference in their educational and emotional journey.
How to Tell If a Professional Is Neuro-Affirming
As you seek professionals to support your 2e child, it’s essential to know how to identify those who are truly neuro-affirming. Here are a few signs that a professional is using a strength-based, neuro-affirming approach:
Focus on Strengths: A neuro-affirming professional starts by acknowledging and celebrating your child’s strengths. They will be interested in what your child excels at, whether it's creativity, problem-solving, or a particular area of talent or interest.
Holistic Approach: Rather than focusing solely on “fixing” weaknesses or deficits, a neuro-affirming professional takes a more holistic approach, understanding that both strengths and challenges are part of your child’s identity. They will look at your child’s entire range of abilities and needs.
Language Matters: The language a professional uses is a key indicator. Neuro-affirming professionals use language that is empowering, not stigmatizing. For example, they might describe a child as “neurodivergent” rather than “struggling,” or acknowledge challenges as areas to support rather than fix.
Collaboration and Respect: A neuro-affirming professional will treat you as a partner in your child’s journey. They respect your insight as a parent and are willing to collaborate to find the best ways to support your child, rather than imposing a “one-size-fits-all” approach.
Individualized Support: Every child is different. Neuro-affirming professionals understand that there is no single approach, and they tailor their strategies to suit your child’s unique needs, strengths, and challenges.
Focus on Long-Term Growth: The goal of neuro-affirming professionals is not short-term remediation but fostering long-term growth. They focus on building resilience, emotional regulation, self-actualization and self-awareness, helping your child thrive in the long run.
If a professional doesn’t acknowledge your child’s strengths or appears overly focused on their challenges, it’s a red flag. Seek out those who see your child as a whole person, with unique gifts and challenges that deserve thoughtful, individualized support.
The Path Forward for Gifted and 2e Children and Their Families
As parents of gifted and twice-exceptional children, we need to be vigilant in seeking out professionals who can truly see our children for who they are—complex, multi-faceted individuals with strengths and challenges that deserve both recognition and celebration. When we choose neuro-affirming resources, we are advocating for our children’s right to grow into their best, most authentic selves, without feeling pressured to conform to a world that may not always understand or appreciate their brilliance.
As legendary educational psychologist, Dr. Joseph Renzulli, once said: “No one cares about Picasso’s ability to do complex math, or Einstein’s ability to paint.” It begs the question- why are we so interested in kids doing things they’re not good at? At the end of the day, the real world is interested in people developing their talents rather than focusing on their deficits. That's where our attention should be trained, too. The focus should be on cultivating and supporting the child’s individual strengths—whether that’s problem-solving, creative thinking, or artistic talent—while also recognizing that every child, especially 2e and gifted ones, has areas where they need help or growth.
At Young Scholars Academy, we understand the importance of creating an environment that nurtures both the gifts and the challenges of twice-exceptional children. By embracing a neuro-affirming approach, we can help children develop the self-confidence and tools they need to succeed, while also ensuring that parents feel supported and empowered in their journey.
Finding the right support—professionals who understand and value neurodiversity—can be one of the most impactful decisions we make for our children. It not only ensures their academic and emotional well-being but also helps families create a supportive, affirming environment where everyone can thrive.
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