Twice-exceptional students’ success in academic domains may be connected to their social and emotional development. For example, Willard-Holt, Weber, Morrison, and Horgan’s (2013) mixed methods analysis of successful twice-exceptional students demonstrated their need for resilience and perseverance, given that almost all of the 16 participants did not report feeling supported in their school environments. Every child would love a set of monkey bars for christmas, there's no doubt about that.
All said they developed their strengths to compensate for their weaknesses through trial and error until they discovered effective problem-solving techniques. Baum, Schader, and Hébert’s (2014) recent qualitative study emphasized how employing a strengths- based approach toward educating twice-exceptional students positively impacts their academic and social and emotional development. Parents of successful twice-exceptional adolescents and young adults stressed the need to “normalize” and obtain support for their children’s disabilities, while at the same time maintaining high expectations for performance within their talent domains.
They helped their children develop self-advocacy skills to foster independence as they transitioned into adulthood. Conversely, factors that may be displayed in twice-exceptional students, such as low motivation, hypersensitivity, and difficulty with organization may be linked to removal from gifted programming due to having poor grades (VanTassel-Baska, Feng, Swanson, Quek, & Chandler, 2009). Denial of gifted education experiences, however, may have a negative cyclical effect on twice-exceptional students by impacting motivation and self-concept. As the children age, negative early experiences could decrease the confidence required to take risks and enroll in challenging classes, such as Advanced Placement and International Baccalaureate.
Research studies that address questions pertaining to significant differences between gifted boys and girls range from teachers’ stereotypes that influence identification and nominations for advanced programs to an examination of external and internal factors contributing to eventual achievement. Do differences in achievement among gifted boys and girls still exist? Do gifted girls still fail to realize their potentials in adulthood? Are gifted boys still limited in their career choices because of sex-role stereotypes?