Twice-exceptional students
A systematic review to outline the distinctive characteristics through a multidimensional lens
Bibliographic Data
| ID | 22166191 |
|---|---|
| Authors | Ludovica Rizzo (0000-0002-0319-722X, University of Salento, corresponding author), Stefania Pinnelli (0000-0001-8664-3418, University of Salento), Alexander Minnaert (0000-0003-3886-1634, University of Groningen) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-11-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1696805 |
| OpenAlex | W4416729425 |
| Language | EN |
| Citations received | 4 |
| References cited | 68 |
Introduction Twice-exceptionality can be described as a complex interaction between giftedness and one or more co-occurring challenges. Existing literature indicates that this coexistence may result in the inhibition of some characteristics typically associated with each condition when considered in isolation, the exacerbation of others, or the identification of new traits. However, limited data are available on this complex interplay, due to the small number of empirical studies conducted in this field, the difficulty in recruiting large samples, and the heterogeneous nature of the profiles investigated. This systematic review aims to identify the distinguishing characteristics of twice-exceptionality emerging from empirical studies conducted between January 2013 and January 2025. Methods Qualitative, quantitative, and mixed-methods studies were included and analyzed within a convergent integrated framework. Data were coded using MAXQDA software and thematically organized into six domains of functioning. Results Findings revealed some significant differences between twice-exceptional students and control groups consisting of gifted peers, students with clinically diagnosed challenges, and typically developing students. In addition, some case studies confirmed persistent traits either associated with giftedness or with challenges that appear to endure despite their coexistence. Discussion The findings suggest the need to adopt a personalized approach that account for the dynamic interplay between high potential and challenges, supporting more accurate identification and effective intervention. Systematic review registration Identifier: CRD42024549363 https://www.crd.york.ac.uk/PROSPERO/view/CRD42024549363
Empirical research · Systematic review · Through-the-lens metering · Child and Adolescent Psychosocial and Emotional Development · Education, Achievement, and Giftedness · Perfectionism, Procrastination, Anxiety Studies · Software
Diagnostic and Statistical Manual of Mental Disorders
Transforming gifts into talents
Methodological guidance for the conduct of mixed methods systematic reviews
The developmental trajectories of executive function from adolescence to old age
The PRISMA 2020 statement
Triggered and maintained engagement with learning among gifted children in primary education
On Being Twice Exceptional in Sweden—An Interview-Based Case Study about the Educational Situation for a Gifted Student Diagnosed with ADHD
The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers
Gifted students with a coexisting disability
Person-Centered Modeling
Gifted Children with ADHD
Coping Strategies and Perceived Sources of Support among Gifted Students with Specific Learning Disabilities
A Multidimensional Model for the Identification of Dual-Exceptional Learners
Beyond Pico
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |