Abstract

Friendship can be critical at any age but considering the gifts and challenges of twice exceptional students, friends can be an essential element in navigating school years. The purpose of the study was to explore the perceptions that close friends of twice exceptional students’ have about their friendship, characteristics, and how they relate to classmates and teachers. The sample was comprised by 17 students. Under a qualitative design, in-depth interviews were conducted with friends of students who were gifted with Attention Deficit/Hyperactivity Disorder or with Autism Spectrum Disorder. Results showed a deep relationship, in which friends of twice exceptional students were able to make a realistic depiction of them, which was based on empathy, common interests, and a connection that stems from facing adversity. The results not only are a contribution to current research, but also take a positive and strengths-based angle not always found on the literature. Implications for practice and research were discussed.