As part of a doctoral project aimed at exploring the distinctive characteristics of twice-exceptional students, this study analyses the relational dynamics among peers in special education classrooms in the Netherlands, composed exclusively of gifted children with one or more areas of challenge. More specifically, the research explores the factors influencing the relational choices of twice-exceptional students when interacting with their 'true peers', acknowledging that their intra- and inter-individual variability may lead to limited social skills and an increased risk of peer bullying, while they may also exhibit strong social skills, be perceived as leaders, and both give and receive support from their peers. The asynchrony that characterises the condition of gifted children is further accentuated in the case of twice exceptionality, sometimes making it challenging for them to establish peer relationships based on shared interests, mental age affinity, or comparable levels of cognitive development. The “forced-choice dilemma” that these students may experience — having to choose between demonstrating performance below their potential in order to be socially accepted or excelling at the risk of social rejection — can be exacerbated by greater difficulties in self-regulation and interpersonal skills. To explore these dynamics, sociometric tests were administered in four classrooms, assessing both preferences and rejections in the emotional and functional dimensions. The results were then discussed with teachers and mentors. Findings suggest that, in this context, students who experience greater difficulties in self-regulation are more likely to be overlooked by their peers.

Keywords: Twice-exceptional students, sociometric test, peer relationships, relational choices, criteria.