I remember being so angry at the kids who would get the As . . . because I actually knew more than they did, but nobody would let me say anything. If they had given me oral tests, I could tell them anything they wanted to know about, but they always gave me the written stuff. I would be on question 3 or 4, and the time would be gone, because it took me so long to figure out what the questions were. (Hébert, 2011, p. 283)
If this sounds like an experience your child has had, you are not alone!
At Sage, we understand that twice-exceptional (or 2e) individuals possess both high intellectual abilities and one or more neurodivergent conditions. These conditions might include ADHD, autism, anxiety, or a specific learning disability. Students who are both intellectually gifted and experience a learning difficulty may face unnecessary pressures in educational settings that were never designed for them.
Students who are 2e know that they are smart, but may not be appropriately challenged or supported in conventional classrooms. They may find that their teachers operate from a deficit lens- seeing only what students struggle to do. When teachers fail to recognize a student’s strengths, these students are unlikely to be identified for gifted programs. This deficit-based thinking can lead to a student feeling out of place or defeated.
We know that labels can feel limiting or dismissive of a person’s unique needs and strengths. However, in this case, the term 2e can be a helpful one. Adopting this term as one that has the potential to describe (at least in part) the experience that your child has in their education can help you to find resources related to this term.
If you are someone that is still questioning what this term means and whether the term help explain your child’s experience, the following resources can help provide more information:
Why does Sage use the 2e term and why is it important?
Sage uses the term “twice-exceptional” to describe our students, who possess both remarkable gifts and unique learning needs. We believe it is essential to honor and support both aspects of their profiles so they can thrive—academically, socially, and personally—and grow into confident, successful, and fulfilled adults.
- Mandi Skerbetz, EdD, Co-Founder | CAO | Head of School