Gifted and Twice-Exceptional Students in Virginia: How to Get School Support for Your Child
By Lauren Watson, LPC
Many parents in Richmond and across Virginia are surprised when their bright, capable child begins struggling in school.
A student may be intellectually advanced, curious, and capable of deep thinking—yet still struggle with attention, organization, emotional regulation, or social dynamics.
These students are often called twice-exceptional (2e).
Twice-exceptional children are both gifted and living with a learning or attention challenge, such as ADHD, executive functioning difficulties, anxiety, or a learning disability.
Because their strengths and challenges can mask each other, these students are frequently misunderstood or overlooked in traditional school systems.
Understanding how to advocate for your child can make a meaningful difference.
What Is a Twice-Exceptional (2e) Student?
A twice-exceptional student demonstrates both:
• High intellectual ability or giftedness
• A learning difference that impacts school performance
Common twice-exceptional profiles include:
Gifted students with ADHD
Highly verbal students with dyslexia
Creative thinkers with anxiety
Students who test well but struggle with organization or homework completion
Teachers may see a child who seems capable but inconsistent, or a student who appears unmotivated despite obvious intelligence.
In reality, these students often need both academic enrichment and targeted support.
Why Gifted Students With ADHD Often Go Undiagnosed
Historically, school systems separated students into two tracks:
Gifted education programs focused on enrichment for advanced learners.
Special education or accommodation plans focused on supporting disabilities.
Twice-exceptional students often fall between these systems.
Parents frequently hear things like:
“Your child is doing well enough.”
“They’re very bright but just need to try harder.”
“They don’t qualify for support.”
Giftedness can mask learning challenges until middle school or high school, when academic demands increase.
By that point, students may be experiencing stress, frustration, declining confidence, or school avoidance.
Recognizing Gifted and Neurodivergent Children
If your child is bright, curious, and capable but struggling with focus, organization, or school engagement, it may help to explore whether they fall into the twice-exceptional or high-potential learner category.
Not all students who need this kind of support formally qualify as “gifted.” Many children are very capable but also compensating for attention, executive functioning, or learning challenges that make school much harder than it appears.
Parents often notice patterns such as:
Strong ideas and curiosity but difficulty finishing work
Inconsistent performance from one assignment to the next
Teachers saying the child has “so much potential”
Homework taking far longer than expected
Struggles with organization, task initiation, or follow-through
Frustration or avoidance around school despite clear intelligence
These students sometimes appear to be doing “fine,” but the effort required to keep up can be exhausting.
Whether a child formally qualifies for gifted services or not, many benefit from:
Executive functioning support
ADHD or learning evaluations when appropriate
School accommodations when needed
Opportunities that continue to nurture their strengths and curiosity
When both strengths and challenges are addressed together, students often regain confidence and begin to thrive academically and emotionally.
How to Get Support for a Gifted or ADHD Student in Virginia Schools
Parents in Virginia have several ways to request support if their child is struggling.
1. Request a Child Study or Student Support Meeting
Parents can ask the school to initiate a Child Study Team meeting (sometimes called a Student Support Team).
This meeting reviews concerns about:
Academic performance
Attention and executive functioning
Social or emotional challenges
Classroom observations
Possible interventions
Parents can request this meeting in writing to the school counselor, teacher, or administrator.
2. Request a Comprehensive Educational Evaluation
If concerns continue, parents have the right to request a formal evaluation through the school system.
This evaluation may assess:
Cognitive abilities
Academic achievement
Working memory and processing speed
Attention and executive functioning
Emotional functioning
Depending on results, students may qualify for:
IEP (Individualized Education Program)
504 Plan accommodations
Gifted services
Classroom interventions
Many families also pursue private psychoeducational or neuropsychological testing to gain a more detailed understanding of their child’s learning profile.
3. Consider a 504 Plan for ADHD or Executive Functioning
Many twice-exceptional students qualify for a 504 Plan, particularly when ADHD or executive functioning difficulties impact school performance.
Common accommodations include:
Extended time on tests or assignments
Organizational check-ins
Reduced homework load
Preferential seating
Breaks during long work periods
Teacher support with task initiation
These supports allow students to demonstrate their knowledge without being limited by attention or organizational challenges.
4. Advocate for Both Support and Enrichment
One of the most important aspects of supporting twice-exceptional children is ensuring that their strengths remain central to their education.
Students may need help with executive functioning while also benefiting from:
Gifted programs
Advanced coursework
Creative projects
Intellectual enrichment opportunities
When schools focus only on weaknesses, students can become disengaged from learning.
Supporting both sides of the child’s profile leads to much better outcomes.
Growing Awareness of Twice-Exceptional Students in Virginia
Across Virginia and the United States, educators are increasingly recognizing the unique needs of twice-exceptional learners.
Educational leaders are beginning to acknowledge that traditional identification methods often miss students who are both gifted and neurodivergent.
Recent discussions at the state level have focused on:
Improving identification of twice-exceptional students
Understanding how ADHD intersects with giftedness
Encouraging schools to consider the whole learning profile of a student
While systemic changes take time, awareness of twice-exceptional learning is steadily growing.
For many families, this means their advocacy is now supported by a larger body of research and educational discussion.
Frequently Asked Questions
Can a gifted child have ADHD?
Yes. Many gifted students also have ADHD. Their intelligence may mask attention challenges for years until academic demands increase.
Does ADHD qualify a child for a 504 plan in Virginia?
Yes. If ADHD significantly impacts school functioning, students may qualify for a 504 Plan with accommodations.
What is the difference between an IEP and a 504 Plan?
An IEP provides specialized instruction through special education services.
A 504 Plan provides classroom accommodations without specialized instruction.
What does twice-exceptional mean?
A twice-exceptional student is both gifted and living with a learning or attention difference such as ADHD, dyslexia, or anxiety.
