Understanding Twice-Exceptionality (2e) in Relation to Neurodiversity

By Cat Salladin 

Twice-exceptional (2e) individuals are those who are both gifted and have a neurodivergent profile, such as autism, ADHD, dyslexia, or other learning differences or disabilities. This unique combination creates a complex, often misunderstood experience, particularly for teenagers and adults navigating a world that may not fully understand their capabilities or challenges.
 

The Concept of Twice-Exceptionality

Twice-exceptionality refers to the coexistence of high intellectual or creative abilities with neurodivergence. This duality can make life both rewarding and challenging, as individuals may excel in certain areas while simultaneously struggling with aspects of daily life that others might find simple. For example, a twice-exceptional (2e) teenager might excel in advanced mathematics but struggle with executive functioning tasks such as organization, time management, or social interactions.
 

The Neurodivergent Spectrum and Twice-Exceptionality

Neurodiversity encompasses a wide range of neurological variations, including autism, ADHD, AuDHD dyslexia, and others. Each of these neurotypes has its own set of characteristics, strengths, and challenges. When combined with giftedness, the result is a unique profile that requires a nuanced understanding. Just because someone is gifted in one area, does not mean that they are not disabled in others. Their neurodivergences may create challenges that may be confusing for others to understand given their success in other areas.
 

Autism and Twice-Exceptionality

Autistic individuals who are also gifted often experience the world in a much different way than their neurotypical counterparts, including gifted neurotypical individuals. They may have intense interests and exceptional abilities in certain areas, such as mathematics, music, or art, while also facing difficulties in social communication, sensory processing, adapting to changes in routine, or other areas that may impact their experiences in school, work, or social environments. This can lead to a complex interplay of strengths and challenges that can be difficult to navigate, particularly in environments that are not designed to accommodate their needs.

For example, a twice-exceptional (2e) autistic teenager might be able to solve complex mathematical problems with ease but struggle with understanding social cues or managing sensory overload in a busy classroom. This can lead to feelings of isolation, frustration, or anxiety, as their intellectual abilities may be overshadowed by the difficulties they face in other areas. This can contribute to poor school performance despite understanding and perhaps even exceeding beyond the information they are being presented because their nervous system is in fight or flight when they are expected to perform in the classroom.

Another example could be an autistic adult musician who is exceptionally gifted in their instrument and musicality but may struggle with executive dysfunction that impacts their daily tasks of living, like preparing food or responding to emails. Thus, despite their clear prowess in music, they may struggle to succeed in their work as a musician due to these challenges that are unrelated to the actual act of playing the instrument. They may miss out on opportunities due to executive functioning challenges, even though they would be qualified. 
 

ADHD and Twice-Exceptionality

ADHD, characterized by difficulties with attention, hyperactivity, and impulsivity, is another neurotype that can intersect with giftedness to create a twice-exceptional profile. Gifted individuals with ADHD may be highly creative, able to think outside the box, and possess a remarkable ability to focus intensely on tasks that interest them, which is referred to as hyperfocus. However, they may also struggle with tasks that require sustained attention, organization, executive functioning, or impulse control.

For example, a teenager who is both twice-exceptional and ADHD may be highly intelligent, creative, and have a great ability to learn, but might really struggle to comprehend information in the typical school environment. They may need to engage in physical activity while they learn, engage with content in a more hands-on way, or apply subjects to things that they are already interested in. This can make it seem like the teen is not intelligent or does not care about educational success when, in reality, they are highly gifted but their ADHD makes it difficult for them to learn in the stereotypical manner. 

For a twice-exceptional adult ADHDer, this might mean excelling in a creative field where innovation and quick thinking are valued but struggling with tasks that require meticulous planning or adherence to strict deadlines. The challenges associated with ADHD can sometimes mask their giftedness, leading to frustration and a sense of underachievement. Bosses may view them as disorganized or lazy when, in reality, their giftedness lies in other areas. 
 

Dyslexia and Twice-Exceptionality

Dyslexia, a neurotype that affects reading and language processing, can also intersect with giftedness in unique ways. Twice-exceptional dyslexic individuals may have extraordinary spatial reasoning, creativity, or problem-solving abilities but struggle with reading, writing, or spelling. This can create a disconnect between their intellectual potential and academic performance, leading to feelings of inadequacy or frustration.

A twice-exceptional dyslexic teenager might excel in visual arts or engineering but struggle with written assignments or standardized tests. Because language and writing is interwoven into every subject, they may not be able to display their strengths. This can make it difficult for educators and peers to recognize their true potential, as their strengths may not align with traditional academic expectations. 
 

The Challenges of Being Twice-Exceptional

Being twice-exceptional can present challenges, particularly in environments that are not designed to accommodate neurodivergent individuals. These challenges can manifest in various ways, from academic struggles to social isolation to emotional distress.
 

Misunderstanding and Misdiagnosis

One of the most significant challenges faced by twice-exceptional individuals is the risk of misunderstanding or misdiagnosis. Because their strengths can mask their challenges, or vice versa, they may be overlooked or misunderstood by educators, clinicians, or peers. For example, a twice-exceptional autistic teenager who excels in certain academic subjects might not receive the support they need for social or sensory difficulties, leading to increased stress and anxiety. Professionals may view them as “doing just fine” when in reality they are struggling to keep up with the demands of academics and daily life. 

Conversely, a twice-exceptional individual with ADHD might be seen as lazy or disorganized rather than being recognized for their creative potential. This can lead to frustration, low self-esteem, and a sense of being misunderstood or undervalued. 
 

The Pressure of Expectations

Twice-exceptional individuals often face significant pressure to meet the high expectations placed on them due to their giftedness. This pressure can be particularly intense for teenagers and adults, who may feel the weight of societal expectations to succeed academically, professionally, or socially.

For a twice-exceptional teenager, this pressure might manifest as a fear of failure or a reluctance to put in their full effort, as they may feel that their worth is tied to their academic or intellectual achievements. For adults, the pressure to meet these expectations can lead to burnout, anxiety, or depression, particularly if they feel that their unaccommodated neurodivergent traits are holding them back.
 

Social and Emotional Challenges

Social and emotional challenges are common for twice-exceptional individuals. The social difficulties associated with autism, ADHD, or other neurotypes can be compounded by the emotional challenges of being gifted, such as heightened sensitivity, perfectionism, or a deep sense of justice. Twice-exceptional people may be judged for both their strengths and successes as well as their challenges and disabilities. People may view them as “showing off” while simultaneously claiming that they are “lazy” or “not trying hard enough”. 

Twice-exceptional teenagers and adults may struggle with social interactions, finding it difficult to connect with peers who do not share their interests or intellectual abilities. They may also experience intense emotions, such as frustration, anger, or sadness, particularly when they feel misunderstood or unsupported. These emotional challenges can be exacerbated by the social isolation that often accompanies twice-exceptionality, as they may find it difficult to find others who truly understand their experiences.
 

The Strengths of Being Twice-Exceptional

Despite the challenges, being twice-exceptional also comes with unique strengths. These strengths can be harnessed to achieve fulfillment, both personally and professionally.
 

Intellectual and Creative Abilities

Twice-exceptional individuals often possess extraordinary intellectual and creative abilities, sometimes in a wide variety of areas and sometimes in a more specific realm. Their unique neurodivergent perspectives can lead to innovative thinking, problem-solving, and creativity that sets them apart from their peers. These strengths can be particularly valuable in fields that require out-of-the-box thinking, such as the arts, sciences, technology, or entrepreneurship.

For example, a twice-exceptional autistic adult might excel in a field that requires intense focus and attention to detail, such as computer programming or engineering, particularly if their special interest lies in these areas. Their ability to think systematically and notice patterns that others might overlook can lead to groundbreaking discoveries or innovations.
 

Resilience and Adaptability

The challenges faced by twice-exceptional individuals can also cultivate resilience and adaptability. By learning to navigate a world that may not fully understand or accommodate their needs, twice-exceptional individuals often develop strong problem-solving skills, a deep sense of self-awareness, and the ability to adapt to changing circumstances, despite change being an uncomfortable reality for many neurodivergent individuals.
 

Empathy and Emotional Depth

Many twice-exceptional individuals possess a deep sense of empathy and emotional depth. Their heightened sensitivity to the emotions and experiences of others can lead to strong connections with those who share similar values or interests. This empathy can also drive a desire to make a positive impact on the world, whether through creative expression, social activism, or helping others.

For example, a twice-exceptional adult with ADHD might channel their empathy and emotional depth into a career in counseling, social work, or advocacy. Their ability to understand and connect with others on a deep emotional level can be a powerful asset in helping others navigate their own challenges. Some twice-exceptional adults may find that working with other 2e individuals can be a fulfilling calling. 
 

Supporting Twice-Exceptional Individuals

To support twice-exceptional individuals effectively, it is essential to recognize and accommodate their unique needs, strengths, and challenges. This requires a holistic approach that addresses both their intellectual abilities and neurodivergent profile, while also providing the emotional and social support they need to thrive.
 

Educational Support

For twice-exceptional teenagers, access to appropriate educational support is crucial. This might include differentiated instruction that challenges their intellectual abilities while also providing accommodations for their neurodivergent needs. For example, a twice-exceptional autistic teenager might benefit from a specialized program that offers advanced coursework in their areas of interest while also providing a sensory-friendly environment and social outlets with individuals who share interests.

It is also important for educators to recognize the signs of twice-exceptionality and to avoid making assumptions based on a student's performance in one area. For example, a twice-exceptional student with dyslexia might need additional support with reading and writing, even if they excel in other areas such as math or science.
 

Social and Emotional Support

Social and emotional support is equally important for twice-exceptional individuals, particularly those who struggle with social interactions or emotional regulation. This might include access to counseling, neurodivergent coaching, or peer support groups where they can connect with others who share similar experiences and be guided by those who have lived experiences in these areas.

For twice-exceptional adults, finding supportive communities and relationships can be particularly valuable. This might involve joining organizations or online groups that focus on neurodiversity, giftedness, or twice-exceptionality. These communities can provide a sense of belonging, validation, and support, helping twice-exceptional individuals navigate the unique challenges they face.
 

Professional Support

In adulthood, twice-exceptional individuals may also benefit from professional support, such as career counseling, neurodivergent coaching, or mentorship. These services can help them identify and leverage their strengths, set realistic goals, and develop strategies for managing their neurodivergent challenges in the workplace.
 

Conclusion

Being twice-exceptional means navigating a complex and often challenging landscape, particularly for teenagers and adults who are still discovering and understanding their unique profile while managing ever-increasing demands of school, work, and home life. However, with the right support, and neurodiversity affirming practices across all spaces, twice-exceptional individuals can harness their strengths, accommodate for their challenges, and achieve success and fulfillment in life, whatever that may look like for each person.