Looking Back: Twice-Exceptional Adults’ Perspectives on Their Educational Experiences

Research on twice-exceptional Autistic (2eA) individuals has predominantly focused on children and adolescents, leaving a limited understanding of adult reflections on schooling. This qualitative retrospective study explored perceived barriers and facilitators to talent development among 17 intellectually gifted Autistic adults from Australia, the United States, and Canada. Using semi-structured interviews and inductive thematic analysis, the findings revealed two overarching themes: barriers to talent development and facilitators of talent development. Barriers included delayed or absent identification of giftedness and autism, inadequate programming, psychosocial challenges (e.g., imposter syndrome, low self-concept), executive functioning difficulties, bullying, and environmental stressors such as classroom structure and sensory load. Facilitators included self-directed learning, supportive relationships with teachers and parents, psychosocial factors such as intrinsic motivation and self-acceptance, and community acceptance that supported belonging and identity development. Participants consistently reported that earlier identification and dual differentiation may have enhanced both academic and psychosocial outcomes. The findings highlight a need for improved professional learning, systematic identification practices, and strengths-based, context-responsive approaches to support equitable talent development for 2eA students.