Twice-Exceptional University Students: Perceptions of Effective Support

Twice-exceptional (2e) students are both gifted and neurodivergent, and are underrepresented in higher education research, particularly outside the United States. This exploratory qualitative study examined Australian 2e university students’ perceptions of effective supports for navigating tertiary education. Guided by Gagné’s Talent Development Mega Model, the study explored how institutional and personal supports shape academic engagement, identity, and achievement. Participants (N = 12) self-identified as 2e and were recruited from a large research-intensive Australian university. Data were gathered through open-ended surveys and analysed using reflexive thematic analysis. Findings revealed delayed identification of exceptionalities, diverse understandings of achievement, and reliance on internal coping strategies alongside external supports, including disability services, faculty flexibility, and technology. Participants emphasised the value of flexible, strengths-based learning environments and institutional recognition of twice-exceptionality. However, existing supports were perceived as generic and deficit-focused, highlighting the need for tailored practices, staff training in neurodiversity, and collaboration to support 2e students.