Page 27 - Education Supplement February 2026
P. 27
EDITORIAL
Why this understanding cannot Looking further ahead, this understanding needs to be embedded earlier
sit outside mainstream education in the pipeline. Modules on giftedness and twice-exceptionality should
While specialist and alternative schools form part of Bachelor of Education degrees, not as optional extras but as
play an important role, they cannot core content. Similarly, accredited certificates in childhood development
be the only spaces where twice- should reflect the reality that development is not linear, and that high
exceptional learners are understood. ability and high support needs can coexist in the same child.
Most gifted and 2E children will spend
time in mainstream classrooms. If Without this shift, referrals will continue to function as a default response,
understanding exists only on the rather than schools building internal capacity to support complex learners
margins, too many will continue to be where they are.
misidentified, misplaced, or quietly
written off. A reframing for parents and schools
A struggling gifted child is not a failure. A referral should not end the
There is a growing need for targeted conversation, but deepen it. Before changing the child, we need to
teacher training within mainstream understand them.
schools, delivered by professionals
who genuinely understand twice- For parents, this means trusting what you see at home as much as what
exceptional profiles. This is not appears on a report. For schools, it means widening the lens through
about adding another checklist or which ability is recognised and supported.
strategy pack. It requires a deep
understanding of gifted cognition, When twice-exceptional children are placed in environments that
asynchronous development, and the understand how they think and learn, the shift can be profound.
ways neurodivergence shapes learning, Confidence returns. Curiosity re-emerges. Learning becomes
behaviour, and emotional regulation. meaningful again.
When teachers are equipped to Bright children are not broken.
recognise 2E learners, the conversation
changes. Behaviour becomes They are often just in the wrong place.
information. Underperformance
becomes a signal. Support becomes Readers who would like further information about Nebula College can
thoughtful rather than reactive. contact Carla at info@nebulacollege.co.za
Education | February 2026 | 25
