Qualitative case study reveals disengagement, boredom, and unmet educational needs in twice-exceptional students with ADHD, highlighting the value of strength-based enrichment models.
Twice-exceptional students with ADHD may experience educational challenges related to both their giftedness and their ADHD diagnosis. This article presents a case study with two twice-exceptional students (7. Grade and 10. Grade) and explores their experiences within the educational systems of the United States and Norway. The data for the two cases were collected using different methods: observation with case 1 (Theo) and interview with case 2 (Adam). The data were originally collected for different studies and re-analyzed using reflexive thematic analysis for this case study. The thematic analysis revealed four main themes: student-led participation, self-confidence, strengths and interests, and ADHD diagnosis. The themes reveal similar patterns of disengagement, boredom, underachievement, and unmet educational needs across both contexts. Drawing on the Schoolwide Enrichment Model, the findings suggest that schools can better meet the needs of twice-exceptional students by building on their strengths and interests, fostering intrinsic motivation through student-led participation, and targeting issues like self-regulation through planning, persistence and strategic learning.
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Astrid Lenvik (2026) studied this question.
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