Abilities, disabilities and possibilities: a qualitative study exploring the academic and social experiences of gifted and talented students who have co-occurring learning disabilities

It is estimated that 1-2.5% of the UK school population are gifted and talented students who have co-occurring learning disabilities (National Association for Gifted Children, 2001). Many authors have published recommendations for helping to support this unique group. However, far fewer have supported these with empirical research. The current study used 1:1 interviews with secondary school and university students (N=18) to explore their academic and social experiences. As well as being identified as gifted and talented, the students also had a diagnosis of dyslexia, dyspraxia or Autism Spectrum Disorder (ASD). A semi-structured interview schedule was used to ask students about their extra-curricular activities, friendships, bullying, support and future ambitions. Interpretative Phenomenological Analysis of interview transcripts revealed eight themes: everyday life, extra activities, social development, support, identification, underachievement, mental health issues and suggestions. Students were capable of making friends and mixing with peers but experienced problems with bullying and social isolation. Teachers, mentors, family and technology were found to be helpful, however, support could be inconsistent and parents themselves may benefit from support groups. Finally, some commonly used strategies to help these students were collated and could be useful to help others who share the same or similar experiences.