Supporting Our Twice-Exceptional Learners

In recent months, Constantia Waldorf School has seen a noticeable increase in educational psychology assessments, identifying a unique group of students known as “twice exceptional” or “2e learners”.

Twice-exceptional learners are gifted children who also face a specific learning difficulty, such as dyslexia, ADHD, or auditory processing challenges. This means they have extraordinary strengths alongside real obstacles that can impact their ability to learn in conventional ways. Gifted learners are children who show advanced abilities in one or more areas such as abstract reasoning, problem-solving, creativity, or artistic expression at a level significantly higher than their peers. They often think in original ways, grasp concepts quickly, and demonstrate an exceptional depth of curiosity. They are typically identified as having an IQ of above 130.

This dual profile can be both inspiring and complex. A twice-exceptional learner might shine in one or more of the above-mentioned areas, yet need extra support with reading, writing, or organisation. Without the right balance of challenge and assistance, these children can easily feel either under-stimulated or overwhelmed.

At Constantia Waldorf, we are deeply committed to nurturing both sides of this exceptional equation. Teachers work closely with the learner support faculty to create personalised strategies that stimulate each child’s intellectual strengths—through advanced projects, deep-dive discussions, and enrichment activities, while also providing focused help in areas of difficulty. This may include access to assistive technology, extra time, or other concessions in assessments, or alternative ways of demonstrating understanding.

The Waldorf curriculum is particularly well-suited to supporting gifted and twice-exceptional learners as it engages the whole child by weaving together academic depth, artistic expression, practical skills, and movement. Gifted thinkers are stimulated through rich storytelling, imaginative problem-solving, and opportunities to connect learning across disciplines, all of which nurture critical thinking and a deeper sense of meaning. Because the curriculum honours creativity as much as intellect, twice-exceptional students are able to explore their gifts while gradually building resilience in areas that challenge them.

By embracing the complexity of twice-exceptional learners and providing support both in and outside the classroom, our school community ensures that their brilliance is not dimmed by their challenges, and their challenges do not overshadow their gifts. In this way, we continue to honour each child for the gifts that they bring to the classroom through a rich curriculum.

Cayley Conway

Educational Psychologist
M.Ed Psych (US), B.Ed Hons (US), PGCE (US), BA Hum (US)