According to a case shared by the Davidson Institute for Talent Development, Alex can read 500-page novels in a single weekend, but he breaks down when asked to write a three-sentence paragraph. He solves complex math problems in his head yet crumbles when required to show his steps. These are not isolated quirks. They are clues to a gifted mind burdened by executive functioning challenges and the daily demands of a chronic illness. His diabetes sets him apart physically and socially, while his anxiety, perfectionism, and need for control push him further from the classroom. Teachers see arrogance; classmates see a friend. But beneath both impressions is a twice-exceptional learner unnoticed by the system, and it is not because he cannot learn but because he cannot learn the way he is being asked to.

Welcome to the world of twice-exceptional learners: students who are gifted in one or more domains but also have a disability. These children live in contradictions, like being exceptional yet unseen or bright yet misunderstood. Perhaps, now, here is this paradox more vivid than in the lives of mathematically gifted students with specific learning difficulties (MG/LDs). These young minds can juggle equations mentally but fall apart when faced with a blank page or a spelling test.

Prior to recognizing twice-exceptionality, we must first acknowledge giftedness, especially in forms that do not always align with traditional achievement. According to Sally Reis, a Board of Trustees Distinguished Professor and a Teaching Fellow in Educational Psychology at the University of Connecticut, giftedness is too often equated with high grades, fast reading, and classroom compliance, yet many gifted students are divergent thinkers. These students question more than they answer. They may learn in bursts rather than steady climbs. And when their gifts are combined with a learning difficulty, those signs can be misinterpreted.

Twice-exceptional, 2e, learners are those who sit at the intersection of giftedness and disability. They may excel in mathematics, visual-spatial reasoning, or verbal creativity, while also contending with conditions like dyslexia, ADHD, autism spectrum disorder, or other specific learning difficulties. You might expect these students to stand out, but their gifts often mask their difficulties.

The misconceptions about twice-exceptional learners continue to hinder effective support. One common myth is that these students are simply lazy. When their performance fluctuates, teachers and parents may misinterpret it as a lack of motivation. In fact, the reality is that many are working exceptionally hard to compensate for their difficulties. Another damaging belief is that a student cannot be both gifted and have a disability. This false dichotomy ignores the complexity of human ability; giftedness and disability are not mutually exclusive—they often coexist in the same learner. A third misconception is that students performing at an average level do not need intervention. Actually, many twice-exceptional students test within average ranges. That is not because they lack ability, but because their cognitive strengths and weaknesses cancel each other out in standardized environments.

Research across decades paints a clear picture: twice-exceptional students are not rare; they are just rarely seen. As Reis, Baum, and Burke (2014) explain, “Although twice-exceptional students are believed to comprise a significant portion of the gifted population, many remain unidentified because their strengths mask their weaknesses and their disabilities mask their gifts” (p. 218). In the United States alone, it is estimated that over 300,000 students are twice-exceptional (Clark, 2006; Baum & Owen, 2004). While formal recognition of twice-exceptionality is still emerging in the Arab region, local scholars such as Al-Hroub are developing culturally responsive frameworks to identify and support mathematically gifted students with learning difficulties (MG/LDs).

You might expect these students to stand out, but their gifts often mask their difficulties. Susan Baum, Steven Owen (2004) and Al-Hroub ((2013) describe five common but hidden profiles. The first group consists of students with hidden learning difficulties (LDs). These students are recognized as gifted but exhibit subtle academic struggles that are often overlooked as gifted students who have subtle LDs. The second group includes students with hidden giftedness and whose LDs are so prominent that while their difficulties are identified, their high potential remains unrecognized and unaddressed. The third, and perhaps largest group, according to Brody and Mills (1997), comprises students whose giftedness and LDs mask each other. These students often appear to have average abilities and therefore receive no specialized support for either their strengths or their difficulties. The fourth group involves students whose giftedness and learning difficulties are both recognized; however, teachers and parents lack the knowledge or resources to provide appropriate intervention or enrichment. Lastly, the fifth group consists of students who are misdiagnosed with other conditions such as ADHD, emotional disorders, or slow learning. As a result, they receive inappropriate or ineffective support. In each of these cases, the risk is the same in which these students remain unidentified, unsupported, and underchallenged, preventing them from reaching their full potential.

Failing to identify giftedness at an early stage can lead to lifelong consequences, including unfulfilled potential, frustration, emotional distress, and disengagement from school. As Reis and Baum emphasize, identification is not just a procedural step, but a gateway to appropriate support, opportunity, and hope. To prevent these outcomes, we need tools that go beyond surface-level achievement. One such tool is the multidimensional approach proposed by Al-Hroub and Whitebread, which integrates psychometric data, dynamic assessment, teacher and parent input, observational data, and student interviews. This comprehensive model helps uncover hidden potential in students whose strengths and challenges may otherwise mask each other, ensuring that twice-exceptional learners are not only recognized but appropriately supported. However, identification alone is not enough, for being misunderstood takes a toll. Many twice-exceptional students develop anxiety, low self-esteem, or perfectionism as they struggle to reconcile their abilities with their challenges. They may work relentlessly to hide their difficulties just to burn out from the pressure, so some disengage entirely over time. Emotional support is essential because even the most gifted students cannot sustain academic success without it.

Consider mathematically gifted students with literacy-related difficulties (MG/LDs). These children may intuitively grasp abstract concepts, spot patterns, and solve complex problems but struggle to read fluently, write clearly, or spell consistently. Their minds move in nonlinear, multidimensional ways that challenge traditional education models. Yet, standardized assessments often emphasize language-heavy problem-solving, putting MG/LDs at a disadvantage. Their high potential remains invisible under a flood of red marks and misspelled words. 

Fortunately, there is hope. Multidimensional models of assessment, such as those promoted by Al-Hroub and Kirschenbaum, provide a more comprehensive approach. These models integrate test results, classroom observations, and insight into how students engage with tasks. Not only do they emphasize what students know, but also how they think, behave, and solve problems. By uncovering strengths alongside challenges, these models create space for tailored instructions and meaningful support.

This shift in assessment must be accompanied by a shift in mindset. As Susan Baum often emphasizes, we must move from asking “What is wrong with this child?” to “What is right, and how can we build on it?” That perspective enables strategies that don’t just remediate but empower strength-based instruction, open-ended problem-solving, flexible pacing, and collaboration across general, special, and gifted education.

Twice-exceptional students are not broken. They are brilliant minds navigating a narrow path, and it is our job to widen that path. To support them, we must first recognize them. That means the presence of better training for teachers, broader definitions of giftedness, and systems that value complexity over conformity. For parents, it means being persistent advocates, asking deeper questions, and resisting labels that flatten their child’s potential. As for educators, it means remembering that the students who are doodling in the margins might be solving something remarkable in their heads, even if they cannot spell it yet.