Recognising Giftedness and Twice-Exceptionality (2e) in Children

Imagine a child who reads novels years ahead of their age but struggles in group activities. Or another who says they’re “bored” in class because the work feels too easy yet seems withdrawn and lonely at school. You might not immediately think these children are gifted —but they very well could be. 

What Does "Gifted" Really Mean? 

In Australia, giftedness is generally understood as a child having natural abilities significantly above average for their age—typically placing them in the top 10% of their peers. This might show up in their problem-solving abilities, creativity, language use, or even physical talents. 

But here’s the important part: giftedness is about potential, not just achievement. A gifted child might not always bring home straight A’s. Instead, they might ask big, philosophical questions, notice patterns no one else sees, or surprise you with the depth of their thinking from a very young age. 

On average, there are 2–3 gifted students in every classroom. Because many of these students are also autistic, ADHD-er, or experience specific learning difficulties, they are described as “twice exceptional” or 2E children. 

Understanding Twice-Exceptionality (2E) 

Twice-exceptional children are both highly capable and  face additional learning, developmental, or emotional differences. Their abilities and challenges don’t cancel each other out—instead, they coexist, often in ways that make their giftedness harder to identify and support. Take a child who’s incredibly skilled at mental maths but avoids reading altogether. Or one who is passionately curious about science but overwhelmed by noisy, unpredictable classrooms. Their giftedness may hide their struggles, and their challenges might overshadow their strengths. In reality, they’re navigating a learning environment that wasn’t built with their unique profiles in mind. That’s what makes 2E children complex—and so often misunderstood. 

As Susan Baum puts it: 

“Giftedness often masks a disability, and the disability can mask the giftedness.”

How Giftedness Can Show Up in Everyday Life 

Giftedness doesn’t always show up as straight A’s or a perfect report. In fact, many gifted children fly under the radar because their strengths don’t always fit the traditional mould of what we expect "smart" to look like. 

You might notice it in how quickly your child picks up new ideas—grasping concepts after a single explanation or even teaching you  how something works. Or maybe it’s the way they ask deep, thoughtful questions about the world, like why people go to war or how infinity works, well before their peers are thinking along those lines. Some gifted children dive headfirst into their interests, becoming little experts. They might spend hours researching, building, or imagining—often to the point of losing track of time. Some start reading fluently at a young age, devouring chapter books while others are still mastering the alphabet. 

Many gifted children are full of energy—not just in their bodies, but in their minds. Their thoughts race with ideas, questions, and creative plans long after the day ends. While this gift can be a strength during the day, it often makes winding down at night incredibly difficult.

For 2E children, this restlessness can be even more pronounced. They might lie awake replaying conversations, imagining inventions, or worrying about things that went wrong at school. Instead of settling into sleep, their brains remain “on,” jumping between thoughts or stuck in loops of anxiety, or big-picture thinking. This can lead to difficulty falling asleep, frequent night waking, or even exhaustion the next day, which in turn impacts their learning, mood, and ability to manage emotions. Sleep challenges are common in 2E children, but they’re often misunderstood or overlooked. By understanding the complex interplay between twice-exceptionality and the impact on sleep, we can support these kids with calming routines, predictable rhythms, and strategies that honour both their vivid minds and their need for rest. 

Perfectionism is another common trait among gifted children. Many become deeply frustrated when things don't go as planned or when they're not instantly good at something. This perfectionism often stems from early experiences where tasks feel easy, leading them to associate success with minimal effort. As a result, when they encounter challenges, they may feel overwhelmed or fear failure, avoiding tasks where success isn't guaranteed. This avoidance isn't due to laziness but a protective mechanism against the discomfort of not meeting their own high standards. Over time, this can hinder their willingness to take on new challenges, limiting their growth and learning opportunities.

For 2E children, perfectionism can be even more complex. Their exceptional abilities might mask their struggles, while their challenges can overshadow their talents. This duality can intensify feelings of inadequacy, making them more susceptible to anxiety and self-doubt. Research indicates that while not all gifted children exhibit perfectionism, those who do may experience heightened stress and emotional difficulties. It's crucial to recognise and address these tendencies early, providing support that encourages resilience, embraces mistakes as learning opportunities, and fosters a healthy self-image. 

Many 2E children find themselves more at ease conversing with older children or adults, often struggling to connect with peers their own age. This preference can stem from advanced cognitive abilities and interests that sometimes differ from those of their same-aged peers. As a result, they may feel out of sync socially, leading to feelings of isolation. However, this loneliness isn't always overt. Some children might not express their feelings directly; instead, signs may include withdrawal from group activities, a preference for solitary pursuits, or difficulties attending social events. These behaviours can be misinterpreted as shyness or introversion, masking the underlying sense of not belonging. For them, their exceptional abilities can overshadow their social struggles, making it harder for educators and parents to recognise their need for support. This duality can lead to a complex emotional landscape where the child feels misunderstood or unseen. 

And it’s not uncommon for 2E children to show uneven development—solving math problems beyond their grade level while still needing help tying their shoelaces or managing big emotions. Such disparities can lead to challenges in daily life, as their advanced thinking doesn't always align with their ability to cope with frustration or navigate social situations. For these children, this uneven development can be even more pronounced. They might possess exceptional talents in certain areas while simultaneously facing significant challenges in others, making it crucial to provide support that addresses both their strengths and needs.  

These traits, while diverse, are all pieces of the same puzzle. Understanding how giftedness shows up in real life can be the first step in recognising and supporting your child’s unique potential. 

Why Identification Matters 

These children may not "tick all the boxes" in a traditional school setting, and without the right understanding, they’re often misunderstood. They may even be labelled as “not trying hard enough.” 

But what if we looked deeper? 

Recognising a child as gifted or 2E isn't about assigning a label, it's about unlocking a deeper understanding of who they are and how they experience the world. For these children, this recognition means more than just acknowledging their advanced abilities; it involves providing learning experiences that challenge and stimulate their intellect. They require support that not only nurtures their talents but also addresses their unique difficulties. Identification can open the door to personalised support—whether it’s creating strategies that build on their strengths, offering accommodations to navigate challenges, or simply helping them feel understood. Whilst finding these things out early in a child’s life can be ideal, it is never too late to gain more understanding about yourself or your child. 

But beyond educational strategies and support systems, understanding their own minds is crucial for these children. When a child understands how their brain works, recognising both their strengths and the areas where they face challenges, they gain invaluable self-awareness. This insight empowers them to navigate their environments more effectively, advocate for their needs, and develop resilience. It also helps them realise that their struggles aren't due to a lack of effort but are part of their unique learning profile. This understanding can alleviate feelings of frustration or inadequacy, replacing them with confidence and a proactive approach to learning and personal growth.  Furthermore, this recognition may have a huge impact on their emotional well-being. When a child understands that there’s a reason they feel different—and that they’re not alone—it can boost their confidence. It helps them see their differences as something to embrace, not something to hide. 

Recent research (Raoof et al., 2024) highlights just how crucial context is in the development of gifted learners. Underachievement in 2E children isn’t just about effort or intelligence, it’s shaped by a mix of internal factors (like motivation and self-esteem) and external ones, including the relationships or quality of supports from parents, teachers, and peers. When these surrounding supports are mismatched or misunderstood, giftedness can go unnoticed, and potential can remain untapped. This is where psychological assessment and support play a powerful role. A comprehensive assessment doesn’t just measure IQ, it helps paint a fuller picture of a child’s cognitive strengths, emotional world, learning needs, and environment. It can highlight areas of support the child may need—whether it's strategies for emotional regulation, executive functioning, or accommodations for sensory sensitivities—and offer clarity for both families and schools. 

More importantly, when children begin to understand how their brains work—why certain things feel easy, and others feel hard, it can be life-changing. It reframes underachievement not as failure, but as a sign that their environment hasn’t yet met their needs. Think of these kids as unique plants in a garden. Without the right combination of sunlight, water, and nutrients, even the most promising seedling might struggle to grow. In the same way, gifted and 2E children need the right environment—one that’s stimulating, supportive, and understanding—to truly flourish. 

Assessing Giftedness in Australia 

In Australia, giftedness is typically assessed by psychologists trained in educational and developmental assessments. These evaluations explore your child’s cognitive strengths and learning profile. School psychologists may also be able to provide screening and supports.

At Amherst Psychology, we support families in identifying intellectual giftedness and twice-exceptionality in children (and adults!). Our therapy team also helps parents to develop their own parenting mindsets and skills to better support their gifted and twice-exceptional children.  

Learn More 

If you're interested in learning more about our assessments or therapy support for children, please contact our reception team via our Contact Us form or call us on 9456 0411. 

Linh Nguyen, Psychologist