The Social and Emotional Factors Affecting the Mental Health of Gifted Students with ADHD: A Systematic Review

Gifted students with neurodivergent profiles such as ADHD, autism, or dyslexia demonstrate unique cognitive and learning characteristics that can shape their educational experiences and socio-emotional development. Often referred to as twice-exceptional (2e), these students benefit from environments that recognise their strengths while responding to their diverse learning needs. Understanding the interplay between giftedness and neurodivergence is therefore essential for fostering strengths-based environments to support these students’ overall well-being. This review focuses on 2e students with ADHD, a subgroup within the gifted population who remain underexamined in the current literature. While existing research has emphasised the academic and diagnostic complexities associated with this cohort, limited studies have focused on the socio-emotional factors influencing their development. This systematic view aimed to identify and synthesise findings from existing research on the socio-emotional factors influencing the mental health of gifted students with ADHD. A comprehensive search was conducted across the EBSCO, ProQuest, and ProQuest Dissertations & Theses databases. Following PRISMA guidelines, 10 studies out of 438 met the predetermined inclusion and exclusion criteria and were critically appraised using the JBI checklists for qualitative and cross-sectional designs. These 10 papers were categorised based on authorship, title, year of publication, population, study design, theoretical frameworks, key findings, and identified risk or protective factors. The findings indicate that gifted students with ADHD experience distinct challenges in forming and maintaining peer relationships. Additionally, the intersection of giftedness and ADHD is noted as a potential risk factor, rather than a protective factor, for lower self-esteem and social connectedness. The limitations of this review, along with implications for future research and educational practice, are discussed.