Nurturing Social Success in Twice-Exceptional Learners: Strategies and Considerations

Brian Lux

Director of Camp Sequoia


Twice-exceptional (2e) learners  embody a unique intersection of intellectual giftedness and learning challenges or disabilities. These individuals possess exceptional cognitive abilities alongside neurodivergent conditions such as ADHD, dyslexia, anxiety, or autism. Navigating the educational landscape and social interactions can be particularly challenging for twice-exceptional learners. This article explores the characteristics of 2e learners, the social challenges they may encounter, and evidence-based strategies to foster social success.


Understanding Twice-Exceptional Learners


Defining Twice-Exceptionality

  • Twice-exceptionality is a term used to describe individuals who are both intellectually gifted and have one or more disabilities. These disabilities can manifest in various forms, including learning disabilities, attention difficulties, sensory processing challenges, or social communication differences. The dual nature of their cognitive strengths and challenges often presents a complex profile that requires nuanced support (Baum, 2004).

Characteristics of Twice-Exceptional Learners

  • Twice-exceptional learners exhibit a wide range of characteristics, making their identification challenging. On one hand, they may demonstrate exceptional problem-solving abilities, creativity, and advanced understanding in specific academic areas. On the other hand, they may struggle with tasks that require organizational skills, attention to detail, or traditional methods of learning (Webb et al., 2005). This paradoxical combination can result in a unique set of social challenges.


Social Challenges Faced by Twice-Exceptional Learners


Social Isolation and Peer Relations

  • Twice-exceptional learners may experience social isolation due to their differences in learning styles or interests. Their advanced cognitive abilities can sometimes lead to a sense of social disconnection, as their peers may not share the same intellectual pursuits. Additionally, the presence of a learning disability or neurodivergent condition may contribute to feelings of isolation and difficulty forming meaningful connections (Moon & Brighton, 2008).

Mismatched Social Skills Development

  • The asynchronous development commonly seen in twice-exceptional learners means that their social skills may not align with their intellectual abilities. For example, a 2e learner may excel academically but struggle with age-appropriate social interactions or emotional regulation. This mismatch can create challenges in navigating social situations both in and outside of the classroom (Neihart, 2000).

Perfectionism and Anxiety

  • Twice-exceptional learners often grapple with perfectionism, driven by the desire to meet their own high standards or the expectations of others. The fear of failure, combined with the pressure to excel academically, can contribute to heightened anxiety levels. This anxiety may extend to social settings, where the fear of not meeting social expectations can further impact their ability to engage with peers (Assouline et al., 2015).


Strategies to Promote Social Success in Twice-Exceptional Learners


Individualized Education Plans (IEPs) and 504 Plans

  • Creating effective support structures begins with a comprehensive understanding of the unique needs of each twice-exceptional learner. Individualized Education Plans (IEPs) and 504 Plans are valuable tools for tailoring educational strategies to address both the giftedness and the challenges of these students. These plans can include accommodations such as extended time on assignments, sensory breaks, or personalized social skills coaching (Reis et al., 2008). Many of the twice-exceptional campers at Camp Sequoia benefit from school system funding through Extended School Year (ESY) program funding as part of their IEP.

Strength-Based Approaches

  • Focusing on the strengths of twice-exceptional learners is crucial for building confidence and promoting positive social interactions. Teachers, parents, and peers should be encouraged to recognize and celebrate the talents and interests of 2e individuals. By fostering an environment that values their unique abilities, it becomes easier for these learners to connect with others who share similar interests (Baldwin et al., 2018).

Social Skills Training Programs

  • Camp Sequoia is an intentional structured social skills training program that provides explicit instruction in areas where twice-exceptional learners may face challenges. We support topics such as nonverbal communication, perspective-taking, and conflict resolution. Incorporating these skills into activities can create opportunities for practical application and reinforcement.  (Jones et al., 2017).

Mentorship and Peer Buddies

  • Pairing twice-exceptional learners with mentors or peer buddies can offer valuable social support. Mentors can be educators, older students, or community members who share similar interests. Peer buddies provide a more immediate and relatable source of support within the learning environment at Camp Sequoia. These relationships can serve as a bridge for social connections, offering guidance and companionship (Mofield et al., 2018).

Flexible Grouping and Enrichment Programs

  • Flexible grouping at Camp Sequoia allows twice-exceptional learners to interact with intellectual peers who may share similar interests and learning styles. Enrichment programs offered by Camp Sequoia, provide additional opportunities for socialization based on shared passions. These settings can offer a more natural context for social engagement and collaboration (Maker, 2004).

Counseling and Mental Health Support

  • Given the potential for anxiety and perfectionism among twice-exceptional learners, access to counseling services and mental health support is crucial. Counselors, like Dr. Lew and his team at Camp Sequoia,  can provide a safe space for discussing social challenges, developing coping strategies, and addressing any emotional barriers to social success (Karniol, 2003).

Inclusive and Accepting Culture

  • Creating an inclusive culture is essential for the social well-being of twice-exceptional learners. Educators play a pivotal role in fostering an environment where neurodiversity is celebrated, and differences are embraced. This culture extends to students, who can be educated about the unique strengths and challenges of their twice-exceptional peers, promoting empathy and understanding (Webb et al., 2007).

Parent and Caregiver Involvement

  • Collaboration between educators and parents or caregivers is key to implementing effective strategies for social success. Regular communication, shared goal-setting, and consistent support at home and school contribute to a cohesive approach that addresses the social needs of twice-exceptional learners across different contexts (Brody & Mills, 2017).



Navigating the social landscape as a twice-exceptional learner involves addressing a complex interplay of intellectual strengths, learning challenges, and social dynamics. Implementing strategies that recognize and support the unique profile of 2e individuals is essential for fostering social success. By promoting a strengths-based approach, offering individualized support through education plans, and creating inclusive and accepting environments, educators and caregivers can empower twice-exceptional learners to thrive socially, academically, and emotionally. As we continue to refine our understanding and support systems for these unique learners, the journey toward social success becomes a collaborative effort that embraces the diversity of neurodevelopmental profiles.