An Investigation into the Factors Impacting Social Connectedness of Twice Exceptional Students with ADHD: A Mixed Methods Study

Gifted students with neurological differences such as ADHD, dyslexia, and autism, often referred to as twice exceptional (2e), face unique social and emotional challenges including difficulty in forming and maintaining positive peer relationships. While existing research has explored their academic and diagnostic experiences, less attention has been given to the factors influencing their social connectedness.

This study aims to investigate key influences on social connectedness in 2e students with ADHD, focusing on self-concept, peer relationships, and intersectionality. Using a mixed methods design, this study will focus on adolescent Irish students attending the Centre for Talented Youth Ireland who had been identified as having ADHD. Findings will provide insight into the social experiences of 2e students with ADHD, highlighting both risk and protective factors that impact their ability to develop meaningful peer relationships.