Twice exceptional students and their teachers: A systematic review

We aimed to systematically review the studies conducted with teachers of twice-exceptional students. For this purpose, Web of Science, Scopus, and ERIC databases were searched using relevant keywords. Then, the studies were evaluated using eligibility criteria, thus resulting in 20 eligible studies. The studies were analyzed based on challenges when addressing the educational needs of 2e students and the professional development of teachers working with 2e students. The findings indicated that teachers had limited knowledge about twice-exceptional students and, thus, needed professional development. Teachers focused more on the weaknesses of twice-exceptional students and were reluctant to refer them to programs available for the gifted. The findings and implications for future research have been discussed, particularly for teacher training programs addressing twice-exceptional students.