Twice-exceptional children with ADHD can be incredibly bright and incredibly misunderstood. Imagine a student who can solve complex math problems in their head but forgets to hand in their homework, or a child who reads at college level in third grade but can’t organise their backpack. As a neurodiversity consultant—and a parent of two twice-exceptional children—I’ve seen firsthand how giftedness and ADHD can exist together in surprising, often confusing ways.
Did you know that up to 5% of students are considered twice-exceptional? Yet many of these brilliant minds fly under the radar because their gifts can mask their struggles, or their challenges can hide their exceptional abilities. Let’s try to understanding these unique learners and how to help them thrive.
Understanding Twice-Exceptional Children with ADHD
Think of twice-exceptional children as having a rocket engine (their giftedness) with a navigation system that sometimes glitches (their ADHD). They have incredible potential to reach great heights, but they need extra support to keep their trajectory steady and directed. Without that support, their journey can be unpredictable, even if their power is undeniable. The combination can be both exhilarating and challenging. These kids often show:
– Advanced vocabulary but struggle with written expression
– Brilliant ideas but difficulty with execution
– Deep focus on interests but seeming inattention to other tasks
– Complex thinking but challenges with simple tasks
– Intense creativity but organisational struggles
Personal Experience Note: I once worked with a 10-year-old who could explain the entire evolutionary history of whales but couldn’t remember to bring his lunch to school. This isn’t inconsistency – it’s the unique wiring of the 2e brain.
Read more on this from CHADD: Giftedness & ADHD
Identifying Dual Exceptionalities
The identification challenge is real. Here’s what to look for:
Signs of Giftedness in ADHD Children:
– Exceptional problem-solving abilities
– Advanced vocabulary and concepts
– Deep knowledge in areas of interest
– Creative thinking and unique solutions
– Strong pattern recognition
ADHD Indicators in Gifted Children:
– Inconsistent performance, such as excelling in complex tasks but struggling with simpler or routine ones.
– Executive function challenges, such as difficulty planning, prioritising, or following through on tasks.
– Emotional intensity, such as heightened sensitivity to criticism or extreme reactions to minor setbacks.
– Time management difficulties, such as losing track of time or underestimating how long tasks will take.
– Organisation struggles, such as frequently misplacing items or difficulty maintaining a tidy workspace.
Case Study: Sarah’s Story
One of my students, Sarah, had always been labelled as “underachieving” by her teachers and peers. Despite her intelligence, she struggled with organisation, often handed in incomplete assignments, and frequently tuned out during class. Her teachers saw her inconsistent performance as a lack of effort, and her parents were concerned about her falling behind.
It wasn’t until we began to explore Sarah’s strengths and challenges more deeply that we discovered she was both gifted and had ADHD—a combination often referred to as “twice-exceptional” or “2e.” Her test scores were a key indicator: she scored in the 99th percentile in areas like abstract reasoning and problem-solving, yet her performance in other areas, like working memory and attention-based tasks, ranged from average to below average. This pattern of “high highs” and “low lows” is common in 2e learners, yet it often goes unnoticed because the high abilities can mask the difficulties, and vice versa.
We reframed our approach to Sarah by recognising her giftedness alongside her ADHD challenges. Instead of pushing her to “try harder,” we provided tailored support that played to her strengths and helped her manage her ADHD. She transformed from a student who felt constantly “behind” to one who embraced her unique way of learning, realising that her achievements were simply different—not lesser—than those of her peers. Her story is a classic example of how twice-exceptional children and ADHD can be misunderstood in traditional educational settings.
Academic Support Strategies
Supporting twice-exceptional children with ADHD means providing both intellectual stimulation and tools for managing executive function challenges. Gifted students with ADHD often excel in certain areas while struggling with focus, organisation, and task management, making it essential to build strategies that support their strengths and challenges simultaneously. Effective support involves recognising their natural curiosity and advanced thinking in specific subjects while providing structured tools to help with attention, time management, and self-regulation. Here is what can work:
1. Strength-Based Learning:
– Build on areas of interest, such as integrating hobbies or passions into lessons to maintain engagement and motivation.
– Use advanced concepts to teach basic skills, such as introducing higher-level topics that spark curiosity while reinforcing foundational knowledge.
– Incorporate creative problem-solving, such as offering open-ended projects or activities that encourage innovation and independent thinking.
– Allow alternative demonstration of knowledge, such as using visual presentations, creative writing, or hands-on projects instead of traditional tests.
– Provide appropriate challenge levels, such as offering tasks that stretch abilities without overwhelming, fostering both growth and confidence.
Learn Best Homework Tips for Kids with ADHD: How to Create a Productive Routine
2. ADHD Support Strategies:
– Break down complex tasks
– Use visual organizers
– Implement time management tools
– Provide executive function support
– Create structured flexibility
Real-World Example: We helped a secondary school student who was struggling with writing assignments by allowing him to first record his complex ideas verbally, then use speech-to-text technology for the first draft. His essays went from incomplete to exceptional once we removed the executive function barrier.
Social-Emotional Considerations
The emotional aspect of being twice-exceptional can’t be overlooked. These children often deal with:
Perfectionism:
– Understanding the difference between excellence and perfection
– Developing healthy coping strategies
– Learning to embrace mistakes as learning opportunities
Asynchronous Development:
– Managing intellectual vs. emotional maturity
– Navigating peer relationships
– Building self-awareness and acceptance
Professional Insight: It’s helpful to teach 2e students the “brain dual citizenship” concept – they have citizenship in both the gifted and ADHD communities, and both are equally valid parts of who they are.
Learning Environments That Support 2e Children with ADHD
The right environment can make all the difference for gifted students with ADHD, as it provides the stability and flexibility they need to succeed. At home, setting up a designated study space that allows for movement helps manage their energy, while organising materials in a way that suits their unique ‘organised chaos’ style supports their natural tendencies. In school, advanced learning opportunities coupled with ADHD support strategies allow them to work at their level while staying focused. Here’s what can be done to create optimal learning environment:
At Home:
– Designated study spaces that allow movement
– Organised chaos systems that make sense to them
– Technology tools that support both learning and executive function
– Clear routines with built-in flexibility
At School:
– Advanced learning opportunities with ADHD support
– Alternative seating options
– Technology accommodation when needed
– Project-based learning opportunities
Read more: How to Advocate for Your Child with ADHD at School
Success Story: Sam’s Transformation
Sam was a bright student with a passion for engineering, but he was constantly frustrated in his traditional classroom. His disorganisation meant he often lost assignments, and his impulsivity made it difficult to follow long instructions. The teachers introduced an advanced STEM curriculum, paired with a structured daily planner and regular check-ins to build his executive functioning and everything changed. Sam finally had the intellectual challenge he craved, and the organisational support helped him keep pace. His grades improved dramatically—not because we lowered expectations, but because he had the tools to meet them.
Practical Tips for Parents and Educators
1. Academic Strategies:
– Allow verbal responses when writing is a barrier or vice versa
– Provide complex content with scaffolded organisation
– Use technology to bridge the gap between ability and output
– Create interest-based learning opportunities
2. Organisation Solutions:
– Implement color-coding systems
– Use digital tools for organisation
– Create visual schedules
– Develop personalised organisational systems
3. Social-Emotional Support:
– Connect with other 2e families
– Find mentors who understand both exceptionalities
– Build self-advocacy skills
– Celebrate unique thinking patterns
The Power of Understanding
Personal Note: I’ll never forget when a parent told me, “For the first time, someone sees both the struggles and the brilliance in my child.” That’s what supporting twice-exceptional learners is all about – understanding and embracing the whole child.
Looking Forward
Understanding twice-exceptional children and ADHD is not about choosing between strengths and struggles—it’s about recognising the full picture.
Remember these key points:
– Giftedness and ADHD are not mutually exclusive
– Both challenges and gifts need acknowledgment and support
– The right environment can make all the difference
– Success looks different for each 2e learner
Your twice-exceptional child isn’t broken or contradictory – they’re exactly who they’re meant to be. Their rocket engine and glitches might need different types of maintenance, but with the right support, they can navigate their path successfully.
Remember, whether they’re calculating advanced mathematics while their shoes are on the wrong feet, or reading philosophy while their backpack explodes with disorganised papers, these twice-exceptional learners aren’t giving us a hard time – they’re showing us a new