How Did You Get Here? You’re Not Supposed to Be Here: Supporting the Social-Emotional and Mental Health Needs of Minoritized Twice Exceptional Students

Twice exceptional (2e) students are often discussed broadly but frequently underidentified in U.S. schools. These students have "superior intellectual ability [and] exhibit a significant discrepancy in their level of performance in a particular academic area" (McCoach et al., 2001, p. 405). 2e students face significant challenges as they manage their daily academic tasks. Several scholars suggest those who are minoritized face even greater challenges (e.g., Mayes & Moore, 2016; Park, 2015; Park et al., 2018) and often do not receive appropriate supports. They are underrepresented in GATE programs (Peters, 2022) and overrepresented in special education programs (Ford & Russo, 2016). In general, minoritized students are less likely to have access to mental health services and are less likely than White students to use services when offered (Lu, 2017). It is likely 2e students are not exceptions. Those who do obtain tracking into GATE programs and honors classes may wonder if their teachers believe they “should be there” and “how did they get there?” Teachers and other school officials must consider the ways in which they can support minoritized 2e students to address both their academic needs and their socioemotional needs. This article provides insights for supporting the socioemotional and mental health needs of minoritized 2e students. Fictionalized vignettes about Han and Lakeisha based on real-life experiences of minority 2e students are used to illuminate the daily lived school realities of minoritized 2e students. Suggestions for how teachers and schools can better support the mental well-being of this group of students are provided.