Voices of twice-exceptional students in their first year of higher education

Abstract

ABSTRACT This study analyzed the trajectories of five twice-exceptional students during their first year of higher education. The aim was to identify the personal and contextual barriers they faced and the enabling factors available to them. Based on a qualitative approach and a multiple-case design, narrative interviews were conducted with the participants. Three main themes emerged from the thematic analysis: (1) higher education learning; (2) twice-exceptional student identity; and (3) educational trajectory. Results revealed that, despite the challenges of higher education transition, participants view the experience positively for its diversity and pluralism, which enable them to access a broad knowledge base, achieve greater self-knowledge, and construct an identity as twice-exceptional students. It also gives them the opportunity to analyze their educational trajectory and the turning points that have shaped it. The results serve to guide twice-exceptional students through their university experience, to ease their transition to higher education, and to promote their academic and socio-emotional well-being. Furthermore, they support the formulation of educational strategies and policies that address the specific needs of twice-exceptional students and promote their academic success in higher education.