Twice-Exceptional Teachers: Transforming Education from the Inside Out

For twice-exceptional (2e) students—those who are both gifted and have a learning difference—education can be a double-edged sword. Their advanced abilities often go unnoticed beneath struggles with attention, processing speed, or sensory sensitivities. Traditional classrooms, designed for the “average” learner, frequently fail to accommodate their unique needs. But what if the person at the front of the classroom truly understood what it means to be 2e?

A recent study by Matthews and McKinney (2024) sheds light on the profound impact that twice-exceptional educators have on gifted students, particularly those with learning differences. These teachers don’t just empathize with their students’ struggles—they share them. Having navigated their own education while balancing high ability and learning challenges, they bring a unique, deeply personal approach to teaching.

One of the most striking findings from the research is that these teachers instinctively design their classrooms as if every student could be twice-exceptional. Instead of isolating support strategies for a select few, they integrate flexible pacing, hands-on learning, and multiple modes of instruction into their everyday teaching. Whether a student has an official 2e diagnosis or not, they benefit from an environment that values different ways of thinking and processing information.

These educators also emphasize mastery over memorization. They reject rigid deadlines that punish students for struggling with executive functioning and instead allow learners to revisit and refine their work. Their goal isn’t just for students to “get through” the material—it’s for them to truly understand and engage with it. By normalizing accommodations like extra processing time or alternative assessment methods, they create a space where learning is about growth, not perfection.

Beyond academics, these teachers foster a sense of belonging. Many recall being labeled as “lazy” or “difficult” in their own school years, dismissed for behaviors that were actually tied to their dual exceptionalities. Determined to break that cycle, they build classrooms centered on patience, trust, and open communication. They recognize that for many 2e students, feeling seen can be just as important as academic success.

The implications of this research go far beyond the experiences of these five educators. Their approaches can—and should—be adopted more widely. Even teachers who aren’t twice-exceptional themselves can learn from their methods, shifting from a deficit-focused mindset to one that embraces the full complexity of each learner.

At its core, this study reinforces a simple truth: when we design classrooms with 2e students in mind, we create richer, more inclusive learning environments for all students. The lessons these educators have learned through experience don’t just benefit a small group of learners—they have the power to transform education itself.

Read the full study here: Matthews & McKinney, 2024.