ADHD or Giftedness? When High Intelligence Masks Attention Challenges
Some children are both gifted and have ADHD—often called “twice-exceptional” (2e). High reasoning can camouflage attention difficulties for years, especially when work is short, interesting, or verbally delivered. As tasks become longer and more writing-heavy, the gap between potential and output grows, and stress rises.
Signs you might be seeing both
Big, insightful ideas but inconsistent output
Strong verbal reasoning, weaker written expression and planning
Perfectionism, frustration or boredom-based avoidance
“All-or-nothing” performance across subjects
Teacher reports of “could do it if he tried,” despite genuine effort
Why diagnosis can be delayed
Bright children compensate with speed, verbal skill, or memory. Teachers may see a child who answers brilliantly in class but submits rushed, incomplete, or late work. Without a full picture, behaviour can be misread as laziness or non-compliance rather than a mismatch between executive skills and task demands.
Assessment that sees the whole child
A comprehensive evaluation clarifies whether ADHD, giftedness, or both are present and how they interact. We consider:
Cognitive profile (e.g., reasoning, working memory, processing speed)
Academic skills (reading, writing, maths—accuracy, fluency, endurance)
Executive functioning (planning, organisation, inhibitory control)
Observations and history across home and school
Strengths & interests that can be leveraged for motivation
The goal isn’t just a label—it’s a roadmap for supports that stretch strengths and scaffold challenges.
Support that stretches and scaffolds
Enrichment: Depth projects, choice boards, competitions or extension tasks to keep challenge meaningful.
Scaffolds: Task chunking, graphic organisers, exemplars, checklists, and interim deadlines.
Fair output: Reduced copying, typing options, speech-to-text, or oral presentations when appropriate.
Executive skills coaching: Time-planning, note-making, and “first tiny step” strategies.
Emotion coaching: Address perfectionism and big feelings; normalise drafts and feedback.
Advocacy at school
Ask for an Individual Learning Plan (or similar) that blends enrichment and adjustments. Targets should be measurable (e.g., “Submit planned writing with organiser in 4/5 tasks”) and reviewed every term.
When to consider ADHD treatment options
If inattention, impulsivity, or regulation issues significantly impact learning or wellbeing, discuss treatment options with your GP or paediatrician. Medication decisions are medical; our role is to assess, explain the pattern, and help track functional outcomes if treatment is trialled.
If your bright child shows uneven performance or writing fatigue, an assessment can distinguish giftedness, ADHD—or both.
Ready to get clarity? Book an ADHD assessment. Comprehensive profile and tailored school strategies. In-clinic or telehealth across Australia.
Call 0422 651 697 or email katherine@gaytonpsychology.com.
General information only; not a substitute for personalised clinical advice.