SYSTEMATIC REVIEW article
Front. Educ.
Sec. Special Educational Needs
Twice exceptional students: a systematic review to outline the distinctive characteristics through a multidimensional lens
Provisionally accepted
- 1University of Salento, Lecce, Italy
- 2Universita degli Studi di Macerata, Macerata, Italy
- 3Rijksuniversiteit Groningen, Groningen, Netherlands
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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. Qualitative, quantitative, and mixed-methods studies were included and analysed within a convergent integrated framework. Data were coded using MAXQDA software and thematically organized into six domains of functioning. Findings revealed some significant differences between twice-exceptional students and control groups consisting of gifted peers, students with clinically diagnosed conditions, 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. The findings suggest the need to adopt a personalised approach that account for the dynamic interplay between high potential and challenges, supporting more accurate identification and effective intervention.
Keywords: twice exceptional students1, distinctive characteristics2, domains of functioning3, holistic approach4, Systematic Review5
Received: 01 Sep 2025; Accepted: 06 Nov 2025.
Copyright: © 2025 Rizzo, Pinnelli and Minnaert. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Ludovica Rizzo, ludovica.rizzo3@unisalento.it
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