Outlining the blurred and open borders of twice exceptionality: a systematic review on distinctive characteristics within a holistic approach

Abstract

Twice exceptionality takes the form of a complex interaction between plusdotation and one or more disorders or deficits. The scientific literature emphasizes how such coexistence can result in the inhibition of some features typically associated with each condition when considered in isolation, the exacerbation of others, as well as the emergence of entirely new traits (Dare & Nowicki, 2015; Kircher‐Morris, 2021; Lovecky, 2023). However, the available evidence is still limited due to the small number of empirical studies on the topic, the difficulty in recruiting large samples, and the high heterogeneity of the observed profiles (Beckmann & Minnaert, 2018; Foley Nicpon et al., 2011). This systematic review aims to identify the distinctive features of dual exceptionalism that emerged within empirical studies conducted between January 2013 and January 2025. Research using quantitative, qualitative and mixed methods approaches were included. The results highlight some statistically significant differences between dual‐exceptional students and control groups, consisting of students with plus giftedness, students with clinically diagnosed difficulties, or students with profiles reporting no detectable peculiar conditions.
In addition, several case studies confirm the persistence and stability of features previously identified as distinctive of dual exceptionalism. The results suggest the need for a customized approach that can deeply understand the wide range of characteristics resulting from the dynamic and integrated interaction between high potential and difficulty in order to ensure targeted and effective identification and intervention processes.