Strength-Based Teaching for Twice-Exceptional Learners

Insights from Recent Research

Twice-exceptional (2e) students are those who possess significant academic talents alongside neurodevelopmental challenges such as autism spectrum disorder (ASD). Supporting this unique population requires an approach that goes beyond conventional gifted or special education frameworks.

A major recent study led by scholars at the University of Connecticut synthesised data from interviews, surveys, and case studies of academically talented students with ASD who have succeeded in secondary school and competitive universities (Reis et al., 2025). Researchers focused on identifying strength-based practices that promote both robust social-emotional development and academic achievement in these students.

Key Findings: What Works for Twice-Exceptional Learners

The central message is clear: actively recognising and building on students’ strengths and interests is the cornerstone of successful support. 2e-ASD students thrive when their educational opportunities—advanced courses, residential camps, and tailored extracurriculars—reflect and nurture their specific passions and skills. This increases engagement and fosters positive social experiences.

Other critical practices include differentiated instruction that accommodates both strengths and challenges, rigorous curriculum with high expectations, and interest-based, hands-on learning. Students benefit from opportunities to translate their interests into social connection, as these experiences help to improve executive functioning and self-advocacy skills.

Social and emotional growth emerges through healthy habits of mind, emotional regulation, and positive peer relationships, facilitated by safe spaces and adult mentorship. The research highlights that anxiety and isolation are prevalent for 2e-ASD learners, and that these challenges can be mitigated through explicit approaches to peer connection and personal growth.

Transition support to higher education is another vital factor. Academically talented students with ASD who are prepared for transitions—through multifaceted planning and supportive networks—are more likely to succeed in competitive universities.

2E learners need holistic support that honours their gifts while recognising the realities of their challenges.

Reflection: Applying Research to My Literacy Steps Tutoring

As a specialist literacy teacher and owner of Literacy Steps, these findings deeply resonate with my lived experience supporting twice-exceptional and neurodiverse students. The importance of strength-based learning is evident daily in tutoring sessions—when a student’s interests form the basis of reading and writing activities, their engagement and success flourish.

This research validates my practice of employing differentiated, rigorous, and interest-driven tasks in literacy instruction. It reinforces the need to create emotionally safe spaces and develop social skills alongside academic skills. A focus on wellbeing, peer connections, and goal-setting is especially critical for students experiencing anxiety or isolation.

Key strategies that I apply include designing literacy tasks that tap into students’ passions, offering advanced content and authentic enrichment opportunities, and supporting transitions (e.g. from primary to secondary school or to new year levels) with tailored planning. Building relationships with caring adults and encouraging self-determination are also central to my approach.

Ultimately, twice-exceptional learners need holistic support that honours their gifts while recognising the realities of their challenges. By integrating research-backed practices, specialist literacy educators can foster both achievement and wellbeing in every 2e student they teach.

Reference

Reis, S. M., & Renzulli, S. J. (2025). Research-based strength-based teaching and support strategies for twice-exceptional high school students with autism spectrum disorder. Behavioural Sciences, 15(6), 834. https://pmc.ncbi.nlm.nih.gov/articles/PMC12189878/