In recent years, the concept of twice-exceptionality has gained significant traction, particularly in educational and psychological discussions. Twice-exceptional children, defined as those who possess both high abilities and disabilities, often face unique challenges that can hinder their educational experiences and overall well-being. A revealing new study spearheaded by SIU, A.F., Leung, H.K., and Pang, T.M. sheds light on the perspectives of parents regarding the multifaceted challenges faced by these children in Hong Kong. Their research not only articulates the dilemmas these families encounter but also aims to catalyze a broader discourse on how to better support these exceptional kids.
The study, titled “Challenges and Needs of Twice-exceptional Children in Hong Kong: Perspectives of Parents,” highlights the struggles parents endure while navigating an educational landscape that may not fully understand or cater to the needs of twice-exceptional children. The researchers conducted in-depth interviews with a diverse array of parents, capturing the nuances of their experiences. This qualitative methodology facilitated a rich understanding of the emotional and practical ramifications tied to raising such children, revealing a vivid tapestry of resilience, frustration, and hope.
One of the most striking findings from the research is the emotional toll that the challenges of raising twice-exceptional children takes on parents. Many expressed feelings of helplessness and isolation, often struggling to find adequate support systems. Parents also reported feeling marginalized within the educational framework, where their children’s diverse needs often go unrecognized or inadequately addressed. This sense of isolation is compounded by societal misconceptions about what it means to be twice-exceptional, further alienating these families from others in their communities.
Educational institutions play a pivotal role in the experiences of twice-exceptional children. However, the study revealed that many schools in Hong Kong lack the necessary training and resources to identify and support these students effectively. Teachers often face challenges in implementing differentiated instruction that can accommodate both giftedness and learning disabilities. As a result, twice-exceptional children may suffer from underachievement, exacerbating feelings of frustration and inadequacy that already accompany their dual status.
The parents in the study underscored the importance of advocacy and open communication with educators. They expressed the need for a collaborative relationship where parents, teachers, and specialists work together to create personalized educational plans. Such partnerships can help ensure that twice-exceptional children receive both the support they need to thrive academically and the understanding they require on an emotional level. By fostering these connections, parents can become the driving force behind their children’s success.
Cultural factors also play a significant role in shaping the experiences of twice-exceptional children in Hong Kong. The study highlights that societal expectations regarding academic achievement can place enormous pressure on both children and their parents. This pressure may lead to emotional distress and can contribute to the mental health challenges that many twice-exceptional children face. The parents emphasized the necessity of shifting societal perceptions to create a more inclusive environment that values diverse abilities and acknowledges the unique challenges faced by these children.
The research offers crucial insights into the specific needs of twice-exceptional children. Emotional support is paramount, and parents advocated for the need for greater access to mental health resources both at home and in schools. Parents expressed that mental health awareness should permeate the educational system to better accommodate the dual identity of twice-exceptional children and the myriad of issues they may encounter.
Peer relationships also formed a significant component of the study. Many parents noted that twice-exceptional children often struggle to connect with peers, which can exacerbate feelings of loneliness and alienation. These struggles are compounded by the typical social dynamics that occur within school environments, where social skills are critical to building camaraderie and friendship. The parents suggested that schools should implement social-emotional learning programs aimed specifically at fostering connections among students with diverse needs.
Another pivotal aspect highlighted in the study is the necessity for increased research and resources dedicated to understanding twice-exceptionalism. The existing literature often tends to focus either on gifted education or special education but fails to address the intersection of both, leaving a significant knowledge gap. The authors of the study call upon researchers and practitioners alike to explore this hybrid area more rigorously to develop effective strategies for guiding educators and parents alike.
In essence, fostering an environment conducive to the growth and success of twice-exceptional children in Hong Kong calls for a systemic overhaul. The study posits that multi-faceted approaches encompassing education, advocacy, support services, and community engagement are vital. Schools and parents alike need to be proactive in identifying and addressing the unique challenges faced by these children, ensuring a supportive atmosphere where they can flourish both academically and socially.
As the conversation around twice-exceptionality evolves, it is essential for all stakeholders—including educators, policymakers, and community members—to engage in thoughtful dialogue and collaboration. Governments are urged to implement policies that prioritize educational training around twice-exceptionality, while schools should consider integrating specialized support teams that focus on these unique learners. Such initiatives can help dismantle the barriers that impede their success and positively influence their futures.
In conclusion, the challenges faced by twice-exceptional children in Hong Kong as articulated by their parents underscore the critical need for greater awareness, understanding, and support. Acknowledging the nuances of their experiences opens doors to more inclusive educational practices and societal perceptions. As these narratives gain traction, there lies the potential for meaningful change that not only uplifts twice-exceptional children but enriches the entire educational ecosystem. These children represent untapped potential that, when cultivated with care and insight, can significantly contribute to society.
The voices of parents involved in this study serve as a clarion call for change, urging communities to prioritize the well-being of twice-exceptional children. Through collective efforts, it is possible to create a brighter future for these remarkable individuals, allowing them to navigate their dual identities with confidence and grace.
Subject of Research: Twice-exceptional children and their challenges in Hong Kong.
Article Title: Challenges and Needs of Twice-exceptional Children in Hong Kong: Perspectives of Parents.
Article References:
SIU, A.F., LEUNG, H.K., PANG, T.M. et al. Challenges and Needs of Twice-exceptional Children in Hong Kong: Perspectives of Parents.
J Child Fam Stud (2025). https://doi.org/10.1007/s10826-025-03224-7
Image Credits: AI Generated
DOI: https://doi.org/10.1007/s10826-025-03224-7
Keywords: twice-exceptional children, education, parental perspectives, Hong Kong, support systems
