Exploring Twice-Exceptional Strengths in Children With Adhd: A Qualitative Study of Parental and Teacher Perspectives in Pakistan

The twice-exceptional (2e) children are not only gifted children, they display neurodevelopmental disorders such as ADHD. The lack of trained professionals and cultural stigma in Pakistan are the hindrances in locating and helping these kids. The study was a qualitative research investigating the views of parents and teachers on the strengths and weaknesses of twice exceptional children in ADHD in Pakistan. The phenomenological design consisted in assigning the interviews with an animal of semi-structured type to 15 parents and 12 teachers. Thematic analysis was used in data analysis. Six themes were identified: (1) complicated patterns of recognition and delayed diagnosing and masking behaviors, (2) contingent advantages in academic, creative, and leadership potentials, (3) unreliable support systems and lack of professional cooperation, (4) cultural stigma influencing knowledge about neurodiversity, (5) educational disparities such as lack of resources and training programs in practice, and (6) developed inspirations in the sense of strength-based practices. The paper shows that culturally, systematically, and resource related issues make it very difficult to identify and assist 2e children in Pakistan. The results demonstrate that it is necessary to have culturally responsive education systems, teacher education, de-stigmatization and strength-based interventions.