Gifted and Talented International

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Voices of twice exceptional students in their first

year of higher education

Katia Sandoval-Rodríguez & María Leonor Conejeros-Solar

To cite this article: Katia Sandoval-Rodríguez & María Leonor Conejeros-Solar (25 Apr 2024):
Voices of twice exceptional students in their first year of higher education, Gifted and Talented
International, DOI: 10.1080/15332276.2024.2340025

To link to this article: https://doi.org/10.1080/15332276.2024.2340025

Published online: 25 Apr 2024.

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GIFTED AND TALENTED INTERNATIONAL
https://doi.org/10.1080/15332276.2024.2340025

Voices of twice exceptional students in their first year of higher education

Katia Sandoval-Rodríguez and María Leonor Conejeros-Solar
Centro de Investigación para la Educación Inclusiva (SCIA ANID CIE160009), Pontificia Universidad Católica de Valparaíso, Viña del Mar, Chile

ABSTRACT KEYWORDS
This study analyzed the trajectories of five twice-exceptional students during their first year of ADHD; gifted; higher-
higher education. The aim was to identify the personal and contextual barriers they faced and the education; trajectory; twice-
enabling factors available to them. Based on a qualitative approach and a multiple-case design, exceptional
narrative interviews were conducted with the participants. Three main themes emerged from the
thematic analysis: (1) higher education learning; (2) twice-exceptional student identity; and (3)
educational trajectory. Results revealed that, despite the challenges of higher education transition,
participants view the experience positively for its diversity and pluralism, which enable them to
access a broad knowledge base, achieve greater self-knowledge, and construct an identity as
twice-exceptional students. It also gives them the opportunity to analyze their educational
trajectory and the turning points that have shaped it. The results serve to guide twice-
exceptional students through their university experience, to ease their transition to higher educa­
tion, and to promote their academic and socio-emotional well-being. Furthermore, they support
the formulation of educational strategies and policies that address the specific needs of twice-
exceptional students and promote their academic success in higher education.

Introduction
reveal that many of these students struggle with
Research on twice-exceptional (2E) students in the self-regulation, organization, poor academic per­
Latin American context is scarce, especially con­ formance, and application of effective learning
sidering the complexity of this dual condition and strategies. Furthermore, the individual compensa­
the lack of knowledge about it in the educational tion strategies employed to function effectively in
world. this new context -some of which were developed
Provision of adequate support for 2E learners during their schooling- are acquired through pro­
requires the implementation of a legal framework grams of specific support, tutorships, and guidance
to ensure access to the same academic conditions as at universities (Reis et al., 2004). Other studies on
others. Early identification, timely support, and students with 2e and learning disabilities (LD) in
favorable educational environments (Gómez et al., higher education show differences in academic
2016) are essential to enabling them to complete achievement levels in STEM disciplines, where stu­
their schooling and advancing to higher education dents with learning disabilities in reading perform
if they wish. better compared to those with difficulties in math,
At the international level, scientific evidence it is important then to identify the types of LD in
shows that psycho-educational support provided the 2e population since the impacts on perfor­
to 2E students is only partial and fails to account mance may be different (McClurg et al., 2021).
for the dual nature of the condition. A major factor As such, it is imperative to understand 2E stu­
is the focus on compensation strategies in response dents’ assessments of their academic experience
to support requirements, rather than on the devel­ and identify the factors that have positively or
opment of existing potential in these students negatively impacted their integration and learning
(Baum et al., 2017). Studies into the transition of processes within the higher education context.
2E students to higher education have been carried Given the above, this study seeks to analyze the
out mostly in ASD (Madaus et al., 2022, 2023) and trajectory of 2E students during their first year of

CONTACT Katia Sandoval-Rodríguez [email protected]; María Leonor Conejeros-Solar [email protected] Centro de Investigación
para la Educación Inclusiva (SCIA ANID CIE160009), Pontificia Universidad Católica de Valparaíso, Avenida El Bosque, Viña del Mar 1290, Chile
© 2024 World Council for Gifted and Talented Children
2 K. SANDOVAL-RODRÍGUEZ AND M. L. CONEJEROS-SOLAR

higher education and identify both personal and activity (Conejeros-Solar et al., 2018; Mullet &
contextual obstacles and enabling factors they Rinn, 2015). Lee and Olenchak (2015) indicate
faced. To address these objectives, the following that giftedness responses involving distractibility,
questions guided the inquiry: What meanings are daydreaming, increased emotionality, and mental
ascribed to the transition to higher education by 2E activity may lead to this confusion and, in turn,
students with Attention Deficit Hyperactivity hinder identification and appropriate diagnosis.
Disorder (ADHD)? What interpersonal obstacles Difficulties in performance and self-perception
and enabling factors – at the cognitive and socio- have been observed by scholars when comparing
emotional level – do 2E/ADHD students present groups of merely gifted students against those with
during the first year of higher education? What 2E/ADHD. Fugate et al. (2013) found that the 2E/
contextual obstacles and facilitators do 2E/ADHD ADHD scored significantly lower in working mem­
students encounter during the first year of higher ory. Foley-Nicpon et al. (2012), found that the 2E/
education? ADHD group presented lower perceived happiness
and significantly lower self-esteem and self-
perception than their gifted peers, implying
Context a negative impact on the group (Conejeros-Solar
et al., 2018). Sedgwick-Müller et al. (2022) empha­
Twice-exceptionality with attention deficit
size a persistent curiosity and need to explore the
hyperactivity disorder
unknown, along with low levels of consistency and
Twice-exceptionality is defined as a complex dual persistence in schoolwork, which could indicate
condition wherein individuals possess a potential for diminished executive function in some cases.
strong performance or creative productivity in one Studies of both conditions reveal advantages for
or more domains, such as mathematics, sciences, those presenting 2E/ADHD over those presenting
technology, social arts, dramatic arts, the visual, the only ADHD, suggesting that giftedness acts as
spatial, or other areas of human productivity, while a protective factor in the presence of ADHD
also having one or more support requirements, such (Conejeros-Solar et al., 2018). Whitaker et al.
as Attention Deficit Hyperactivity Disorder, Autistic (2015) report that the group exhibits enhanced
Spectrum, or Learning Difficulties (Reis et al., 2014). episodic verbal memory and demonstrates
This combination of a strength and a challenge a capacity for highly divergent thinking in the
in an individual is manifested in a diversity of context of creativity.
profiles according to their personal traits, level of
growth, past experiences, and adopted support
Educational trajectory
mechanisms (Grigorenko, 2020).
The DSM-5-TR (American Psychiatric The life course perspective (Elder et al., 2003)
Association, 2022) defines Attention Deficit emphasizes the changing contexts of people’s
Hyperactivity Disorder (ADHD) as a persistent pat­ experiences of development and growth, analyzing
tern of inattention and/or hyperactivity- them over time. Elder and Shanahan (2006) men­
impulsiveness that interferes with functioning or tion that it is composed of three concepts: transi­
development. The pattern must be evident in more tion, turning point and trajectory, the latter may
than one context and before the individual reaches 12 involve changes in direction and intensity over
years of age in all its forms (predominantly inatten­ time (Elder & Shanahan, 2006). It can be under­
tive, predominantly hyperactive-impulsive, and com­ stood as a set of transitions between educational
bined. In Chile, ADHD is thought to affect up to 10% levels and institutions, leading to different types of
of the population between the ages of 4 and 18 (Tapia educational development. Transitions, in turn, are
et al., 2017). the particular episodes and processes into which
The identification and expression of 2E in the the educational trajectory can be broken down
case of ADHD is complex. Certain manifestations (Sepúlveda, 2013). A turning point is a moment
can be confused with those of giftedness, such as or event that triggers an important change in the
impulse control difficulties and high levels of direction and, thus, trajectory of a life cycle. These
 GIFTED AND TALENTED INTERNATIONAL 3

changes may derive from easily identifiable inci­ Participants

dents or subjective situations, resulting in disrup­
Intentional and convenience sampling was used to
tion in one or more of the subject’s life trajectories
select five students identified as 2E (Otzen &
(Walther et al., 2006).
Manterola, 2017), from educational institutions,
Considering these elements, students’ experi­
health centers, private psychologists’ and neurolo­
ences during their transition from secondary to
gists’ offices that attended students diagnosed with
higher education are critical, as this phase involves
ADHD. This process was carried out in the context
change, separation, and movement from a highly
of a pandemic, therefore multiple calls were also
structured academic and social environment to one
made through social networks such as Instagram,
where personal autonomy and independence are
Facebook, and LinkedIn.
standard (Sáez et al., 2018). This encourages self-
Each student had been diagnosed with ADHD
awareness and in-depth learning, facilitating stu­
by pediatric neurologists during elementary
dents to fully invest in developing their talents.
school and identified as gifted in the final year of
Nonetheless, identifying the 2E condition proves
secondary education. All participants were in
challenging and can hinder this process (Moon &
their second semester at public and private higher
Reis, 2004). This study by McEachern and Bornot
education institutions in the Valparaíso region of
(2001) highlights that 41% of 2E students remain
Chile.
unidentified until they enroll in university. The
Giftedness was identified by administering
onset of adolescence may entail more intense
Raven’s Advanced Progressive Matrices (Raven,
experiences and greater pressure for group mem­
1993) to 37 students diagnosed with ADHD. The
bers, increasing their vulnerability to stress (Foley-
application was mostly carried out at the students´
Nicpon & Assouline, 2015) and highlighting the
homes. Out of this cohort, 10 achieved scores
need for examination and monitoring of their tra­
above the ninetieth percentile and were subse­
jectories (Prior, 2013).
quently administered the Wechsler Adult
Payne et al. (2021) conducted a study on six
Intelligence Scale (WAIS-IV) (Rosas et al., 2014).
university students with 2E/ADHD and found
Those with an intelligence quotient (IQ) of 120 or
that the main sources of stress were related to
above in one or more of the test indices were
grades and time management. Common chal­
selected (Gagné, 2015; Silverman & Gilman,
lenges affecting student performance include
2020). Recommended by the National
organization, class planning and preparation.
Association for Gifted Children (2018), this
Coping strategies involve communicating with
approach prioritizes index scores over total IQ
friends, teachers, relatives, and the institution’s
when dealing with the 2E population.
disability office were identified as relevant fac­
Participants ranged in age between 18 and 20
tors for their trajectory in higher education.
years. Pseudonyms were used to ensure their
anonymity. Table 1 describes their characteristics.
Method
This research is situated within a constructivist para­
Data collection
digm (Guba & Lincoln, 2002). The research follows
a qualitative approach (Creswell & Creswell, 2018; Data collection took the form of narrative inter­
Denzin, 2019) and employs a multiple case study views – an effective tool that provides accurate
design that involves students who share similar cog­ insights into participants’ contexts and lives, and
nitive and socio-emotional characteristics and con­
text (Simons, 2011; Stake, 2005).
Table 1. Description of participants.
The study was instrumental (Stake, 1995): cases Name Age Gender University Undergraduate Program
were selected not for individual analysis but for Rodrigo 18 male public Civil Engineering
a comprehensive grasp of the educational trajec­ Orlando 19 male private Commercial Engineering
Angel 20 male private Electrical Engineering
tory’s structure (Hyett et al., 2014) during this Hugo 19 male public Architecture
unique stage of each individual’s academic life. Loreto 19 female public Law
4 K. SANDOVAL-RODRÍGUEZ AND M. L. CONEJEROS-SOLAR

Table 2. Interview protocol.

Guiding themes Questions
Relevant Can you think of any significant events or moments (positive or negative) in your trajectory and transition to higher education to date?
milestones What does it mean to you to be in higher education?
Relevant actors Who has helped/hindered your development as a learner during this period?
Factors and What factors have helped/hindered your learning?
resources Is there a particular type of resource provided by this educational space that helps or hinders your learning?
Identity If you compare yourself to the student, you were a year ago, are there any differences? Are there any experiences in particular that have
speeded up or slowed down those changes at the cognitive or socio-emotional level?
Habits and How would you characterize your form of learning at this educational level?
strategies What would you say are your learning strengths today? Have these been the same all semester or have they changed? Are they the
same in all your subjects?
What are your learning needs today?
2E condition What has it meant to you to be a 2E student in this educational space?
Where or in what situations are one or other of your conditions apparent?

through which it is possible to achieve an under­ Results

standing of their experiences and behaviors
Three central categories were selected as themes:
(Reissman, 2008). Rather than using a fixed struc­
(1) higher education learning; (2) 2E student iden­
ture, the interviewee is given space to control the
tity; and (3) educational trajectory.
direction, content and rhythm of the interview
(Anderson & Kirkpatrick, 2015). In this case, guid­
ing themes were included in order to encourage
Learning in higher education
participants to provide detailed assessments, ana­
lysis, and insights in regard to their trajectory and 2E students encountered sustained obstacles to their
experience as first-year 2E university students. learning at both an individual and contextual level. To
The specific aspects covered in the interviews are understand this dynamic, two categories were identi­
outlined in Table 2. fied: (1) helping factors and (2) hindering factors.
Interviews lasted for 60–90 minutes and were
conducted during the second academic semester (1) Helping factors. Learning process was perceived
at the participating higher education establish­ by participants as novel and challenging, result­
ments. All interviews were recorded and later ing in a desire to seek new strategies and
transcribed. Participants signed informed con­ resources to meet their daily academic require­
sents before beginning. The study was approved ments, especially concerning executive func­
by the Institutional Ethics Committee of the tions such as planning, initiative, inhibitory
Pontificia Universidad Católica de Valparaíso. control, and organization, as well as the use of
physical and digital resources.

Data analysis . . . for the subjects I find most difficult, I go over them
again at home and revisit the material that I may not
A thematic analysis (Braun & Clarke, 2006) was have had time to note down (Orlando, male,
used to interpret the data and develop the themes. Commercial Engineering)
This method involves identifying patterns or
The students offer insights into the importance they
themes within the data, without being tied to any
ascribe to their connection with their teachers and to
particular theoretical or epistemological perspec­
achieving effective learning. They have positive views
tive, allowing for increased analysis flexibility
of teachers who are playful, innovative, and knowl­
(Clarke & Braun, 2013). Braun and Clarke’s six
edgeable in their field, as this enhances student moti­
step process was used (2006): Step 1: Become
vation, aids content retention, reduces distractions,
familiar with the data; Step 2: Generate initial
and fosters active participation in classes, along with
codes; Step 3: Search for themes; Step 4: Review
greater commitment to the course material.
themes; Step 5: Define themes; Step 6: Write-up.
The transcripts were analyzed using the NVivo 11 . . . the teachers are good fun; sometimes they tell jokes
software. in class, or they come out with stories relating to the
 GIFTED AND TALENTED INTERNATIONAL 5

material, linking it to stories from their own lives a range of cognitive, academic, social, and emotional
(Hugo, male, Architecture) skills to tackle workload, access specific content, and
The five participants refer to the physical condi­ adapt to different teaching methodologies in their
tions, benefits, and resources to which they have new learning environment. The experience com­
access in the university context. pelled them to know themselves not only as learners
with ADHD but also as gifted people – a condition
We have lots of online materials. The university has an of which they had only become aware last year.
enormous library, computers, lots of staff to help you
This subject is divided into three categories: (1)
like the teachers, timetables, materials (Rodrigo, male,
Civil Engineering) twice-exceptional learning; (2) academic failure
and challenges; and (3) social relations.
(2) Hindering factors. The students also describe
factors that hinder their learning, such as (1) Twice-exceptional learning. Substantial
excessive academic workload, different assess­ adjustments and modifications to their cus­
ment formats, sudden requirements regarding tomary learning methods were needed.
tasks and homework, and negative physical This initially involved a process of trial
conditions. These situations require them to and error, especially as they were unaware
improve their planning, anticipation, organiza­ of their own strengths and weaknesses as
tion, self-regulation, and control to develop learners in higher education.
strong autonomy and comply effectively with
their responsibilities. However, they all agree Studying was difficult . . . I was studying all day, but
even so I felt I wasn’t doing well, and it was driving me
that this level of workload was unusual during
crazy because I was working so hard but not getting the
their time at school, meaning that they had not results. (Loreto, woman, Law)
acquired these skills or realized their true value.
The five students noted challenges with executive
I would come to class and there would be things that the
teacher was saying that I already knew. So I’d start to
functions during schooling, but these difficulties
fall asleep, but suddenly I’d think, ‘I can’t just fall asleep, did not harm their performance. The same was
because then I won’t know what work I need to do. not true at university. This was disconcerting for
(Rodrigo, male, Civil Engineering) them, as they had not yet acquired study habits and
routines, autonomy, or self-regulation, and this
Three of the students have a negative opinion of the
lack of awareness of their own abilities led them
physical conditions of their institutions and identify
to attribute their academic success or failure to fate.
them as obstacles to learning, negatively impacting
academic performance. Deficiencies in study rooms, . . . sometimes I would get home at half past seven or
lack of soundproofing in classrooms, uncomfortable eight o’clock and I’d go straight to bed, and the
furniture, lack of central heating, and inadequate following day I’d forget that I needed to study.
materials in the library impede concentration, atten­ I should have stayed up working or reading (Ángel,
male, Electrical Engineering)
tion and engagement with academic tasks.
. . . the place . . . that part of the building, because the (2) Academic failure and challenges. None of the
noise is very annoying. Plus, the classroom has chairs participants had experienced achieving low
that are a hundred years old because the university is grades or poor academic performance during
a cultural heritage site, . . . so they can’t be moved. It’s their schooling, and some experienced con­
very uncomfortable being there for hours and trying to siderable frustration and demoralization,
pay attention when the conditions aren’t right. (Loreto,
woman, Law)
leading them to question their academic abil­
ity. Their accounts reveal negative self-
assessments and skepticism regarding their
gifted status and their learning abilities and
Twice-exceptional student identity competencies.
Transitioning to higher education required substan­ . . . I’m not sure how to explain it. I try not to make light
tial self-knowledge. Each student had to put in place of it because I’m really struggling with it. Although
6 K. SANDOVAL-RODRÍGUEZ AND M. L. CONEJEROS-SOLAR

I have a higher IQ, I feel like that’s not actually the case (1) Continuum of experiences. All students refer to
and that I’m the same as everyone else. I’m not doing aspects that emerged during their schooling
well. (Loreto, woman, Law)
and persist in higher education. These aspects
Receiving low grades proved to be a turning point have shaped their life trajectory both positively
for all participants, serving as a catalyst for them to and negatively.
reflect on their performance. As a result, they iden­ The participants emphasize unfavorable academic
tified themselves as 2E students in terms of not only experiences that have hindered their educational
their ADHD but also their giftedness. For some, the transition. Whereas, in some instances, higher edu­
revelation became a driver of significant change, cation has failed to provide the anticipated cognitive
encouraging them to use their individual abilities challenge they expected. In two cases, the initial
and the university’s resources. modules of their degree have been undemanding.
. . . now I’ve started going to the library. I use it more for . . . To be honest, I had very high expectations. I thought
certain online classes in which students act as teaching university was going to be really difficult; I thought it
assistants . . . I’ve got everything I need now, and I learn would be more stressful, that I’d have to do more, but
loads. (Orlando, male, Commercial Engineering) no. I thought that I’d find mathematics much more
difficult, but that turned out not to be the case. In
(3) Social relations. The primary motive for estab­ fact, sometimes it’s just as boring as school. (Rodrigo,
lishing relationships with others concerned male, Civil Engineering)
study and academic responsibilities. However,
stress and anxiety were still present during (2) Expectations versus reality. The participants
these interactions, with four individuals continuously compared their current higher
describing themselves as unsociable during education experience with their past school­
their time at school. They preferred to com­ ing, seeking insight into their new context
plete tasks at their own pace rather than relying based on prior experiences. Optimistic that
on others, as this would cause considerable their aspirations would be fulfilled, they had
stress when inadequate contributions from great expectations for this new phase.
classmates led to disappointing outcomes. Regarding relationships with their teachers,
However, all participants felt positive about being although they maintained closer and more endur­
immersed in diverse social surroundings within the ing ties with their schoolteachers, they greatly pre­
higher education context, ferred higher education. They like the teacher-
student relationship formed at university, as it is
. . . socially speaking, university meant growth. more horizontal and based on greater connection
I thought I’d have a small group like I did at school, of interests. Furthermore, they all admire their
but no. I know lots of people here. (Rodrigo, male, Civil
teachers given their considerable subject expertise
Engineering)
and disciplinary knowledge, recognizing them as
Identifying with like-minded individuals amidst inspirations for their future careers.
the diversity of their new environment is
They give you . . . that teacher in particular gave you the
a valuable aspect of the participants’ 2E identity
freedom to demonstrate what you’ve learned however
trajectory. They feel mirrored in others who share you want. For example, I always followed the guides,
similar characteristics, but he just let me do more’ (Hugo, male, Architecture)
. . . I started talking to my closest circle right on For all the participants, entering higher education
the second day! We like the same things – it’s great.
meant finding for the first time a space where they
(Orlando, male, Commercial Engineering)
would be free to learn, create, go at their own pace,
feel challenged, and, most importantly,
Educational trajectory . . . at school, and especially with mathematics . . . I’d get
bored and find that I wasn’t making any progress. Now, at
The categories are the following: (1) continuum of university, they schedule the right number of classes for the
experiences; (2) expectations versus reality, and (3) subject matter and then we move onto the next, so I tend
turning points and changes. not to get bored. (Rodrigo, male, Civil Engineering)
 GIFTED AND TALENTED INTERNATIONAL 7

In terms of autonomy, the higher education con­ find themselves (Gómez et al., 2016). They express
text required them to apply learning strategies, a positive view of the opportunity to learn at the
skills, and knowledge distinct from those used at higher education level, which instills in them
school. They view this positively, as it keeps them expectations regarding their future academic
occupied, challenged, and highly motivated to performance.
learn. Moreover, the environment helps to mitigate Late identification of giftedness can negatively
anxiety and boredom, and to manage their free affect the construction of identity in 2E stu­
time more effectively, which is scarce and highly dents, as revealed by an analysis of their life
valuable to them. For four of the participants, their stories (McEachern & Bornot, 2001). This adds
university experience to date has been happy and complexity to their educational trajectory as
beneficial to their personal development. many are only recognized for their ADHD,
which is linked with a deficiency in executive
I have more free time during the week now. I have fewer
classes, and that gives me more free periods. So I spend
function (Sedgwick-Müller et al., 2022). This
those periods studying and playing sports. Perhaps leads to stress and puts pressure to achieve
that’s why I’m happier at university than I was at school. positive academic results.
(Orlando, male, Commercial Engineering) There are many factors that can hinder their
learning process, in particular the lack of self-
(3) Turning points and changes. One turning
regulation (Reis et al., 2004). It is thus imperative
point experienced by all five participants
to develop appropriate support systems to promote
concerns low grades in the first semester,
the successful transition of such students to higher
which triggered processes of reflection and
education. The heavy workload, unfamiliar assess­
major changes to their routines, especially in
ment formats, and unsatisfactory physical environ­
regard to executive functions.
ment all affect their concentration and attention,
. . . back in school, everything seemed easier (. . .) now leading to difficulties with executive functions such
[at university] there was a much greater volume of as planning, organization, and working memory
things to learn, especially the drawing, the sketching,
(Gomez et al., 2019; Sedgwick-Müller et al., 2022).
and that cost me several points at the first submission . . .
that was when I learned that I had to get things done in
As such, it is imperative that these students are
a timely fashion. (Ángel, male, Electrical Engineering) monitored throughout their educational trajectory
and transition to achieve a better understanding of
Self-regulation, decision-making, and adult beha­ their needs (Prior, 2013) and thus create favorable
vior determined their daily routine, as they had no conditions aided by institutional policies in higher
prior experience of similar situations. Moreover, education.
because of their ADHD, they had always relied on In many cases, this leads to incorrect, erratic
the support of family members, teachers, and class­ decisions and the implementation of partial
mates. However, this new reality forced all of them adjustments to their daily functioning in order
to make autonomous, responsible decisions. Each to overcome the difficulties associated with
of them showed elevated levels of adaptability and their ADHD. However, these modifications
acceptance of challenges, demonstrating their abil­ fail to provide the expected results or that
ity to tackle the transition in a positive manner. would enable them to achieve their academic
And now, when I need to do something, I do it right potential.
away. I don’t let it slip; I’ve learned to make full use of Some of these students are, for the first time,
my day. (Loreto, woman, Law) facing academic failure in higher education, as
the 2E compensation mechanisms that worked
in the school context are inadequate at the uni­
versity level (Payne et al., 2021). Nonetheless,
Discussion y conclusions
despite the frustration, discouragement, and
These 2E students show great curiosity, a desire to negative assessment of their abilities, this
acquire new knowledge, and strong motivation to moment becomes a turning point that motivates
explore the educational surroundings in which they them to evolve and make better use of their
8 K. SANDOVAL-RODRÍGUEZ AND M. L. CONEJEROS-SOLAR

personal skills in order to overcome these diffi­ As the study addressed only five students, it may
culties (Walther et al., 2006). Paradoxically, their not have thoroughly captured the diversity of
life story once again faces two possible futures: experiences involved in 2E and may not reflect
on one side failure; on the other, achievement in the experiences of other students with the condi­
the educational context. tion. The findings are also specific to 2E students in
The educational trajectory of these gifted stu­ the Valparaíso Region of Chile and are not neces­
dents with ADHD reveals that, despite the change sarily generalizable to those in other geographical
in their educational context, they experience locations or education systems.
a string of experiences – both positive and nega­ Furthermore, the results point to an urgent
tive – that have left a multifaceted imprint on their need for education policies that acknowledge
lives. This leads them to develop expectations for and address the experiences and challenges of
higher education (Baum et al., 2017), although they 2E students at both the school and university
cannot be certain that things will turn out as they level. Such policies may include the implemen­
hope. The students constantly compare their cur­ tation of specific support programs, training for
rent educational experience with those of the past, teachers in methodological strategies, and
identifying differences – again, both positive and improving the visibility of the 2E issue through­
negative – in their relationships with teachers, the out the education system.
autonomy they enjoy, and their academic work­ This study highlights the need for continued
load. These comparisons influence their life course research in the field of higher education and 2E.
as 2E students, along with the transitions and Future research should address the experiences
changes involved. During this process, they must of these students in different contexts and cul­
develop personal independence, autonomy, and tures in order to support provision of specia­
self-regulation (Sáez et al., 2018). lized support, application of specific
Their social integration is an important aspect of interventions to improve their educational
2E student identity, as suggested by Payne et al. experience, and assessment of the effectiveness
(2021). In this context, they experience the need to of such approaches.
establish relationships with classmates and teachers
in beneficial educational settings. So, they are
exposed to diverse, unfamiliar social contexts that Acknowledgments
enable them to meet like-minded people, including The authors acknowledge the students that participated in this
other 2E students, thus enriching their social and study.
educational experience.
In summary, the 2E student experience in higher
education presents significant obstacles, but also the Disclosure statement
opportunity for individuals to adapt and develop No potential conflict of interest was reported by the author(s).
effective strategies to overcome challenges. The
unique identity of 2E students requires support
and evolution throughout this phase of their lives. Funding
This research was funded by Agencia Nacional de
Investigación y Desarrollo (ANID), FONDECYT
Limitations and future research Postdoctoral Project [3210818], Programa de Investigación
Asociativa Project [SCIA ANID CIE160009].
The sample size of students was deliberately small
owing to the particular nature of the subject matter,
the absence of policies and regulations in Chile on Notes on contributors
the issue, insufficient available statistics, and the Katia Sandoval-Rodríguez Teacher in Special Education,
nationwide prevalence. Doctor in Education, Professor at Pontificia Universidad
 GIFTED AND TALENTED INTERNATIONAL 9

Católica de Valparaíso, Chile. Her main research topics are Manual de psicología infantil. Modelos teóricos del desar­
the identification and characterization of Twice Exceptional rollo humano (6th ed., pp. 665–715). John Wiley & Sons.
students and the characterization and identification of people Foley-Nicpon, M., & Assouline, S. (2015). Counseling con­
with Autism (ASD) and Attention Deficit Hyperactivity siderations for the twice-exceptional client. Journal of
Disorder (ADHD) in different contexts using a development Counseling & Development, 93(2), 202–211. https://doi.
model of executive functions. org/10.1002/j.1556-6676.2015.00196.x
Foley-Nicpon, M., Rickels, H., Assouline, S. G., & Richards, A.
María Leonor Conejeros-Solar Psychologist, Doctor in
(2012). Self-esteem and self-concept examination among
Education, Professor at Pontificia Universidad Católica de
gifted students with ADHD. Journal for the Education of
Valparaíso, Chile. Her research interests are educational psy­
the Gifted, 35(3), 220–240. https://doi.org/10.1177/
chology; inclusive education, academically talented students
0162353212451735
from underprivileged socioeconomic backgrounds, gifted
Fugate, C. M., Zentall, S. S., & Gentry, M. (2013). Creativity
women, intellectual precocity, and socioemotional issues of
and working memory in gifted students with and without
gifted and twice-exceptional students.
characteristics of attention deficit hyperactive disorder:
Lifting the mask. Gifted Child Quarterly, 57(4), 234–246.
https://doi.org/10.1177/0016986213500069
ORCID Gagné, F. (2015). De los genes al talento: la perspectiva
Katia Sandoval-Rodríguez http://orcid.org/0000-0003- DMGT/CMTD. Revista de Educación, 368, 12–39. https://
2871-9351 doi.org/10.4438/1988-592X-RE-2015-368-289
Gómez, M. P., Conejeros-Solar, M. L., Sandoval, K., &
Armijo, S. (2016). Doble excepcionalidad: Análisis explor­
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