Social and Emotional Learning: Easing the Transition to High School for 2e Learners

Abstract

The transition from middle school to high school can be difficult for students as they navigate new environments and teacher expectations. This transition can be particularly difficult for twice-exceptional students who often struggle with the necessary executive functioning skills needed to meet these expectations, as well as their own self-awareness, self-efficacy, and the self-advocacy skills they need to help ease this transition. In this article, we discuss a unique pilot seminar program by the teachers and counselors at a school for twice exceptionality that helps students develop skills and a sense of self that will be beneficial to them, not only during their high school years, but also for their future lives and careers.

1. Introduction

At Bridges Academy in Studio City, California, the current class of twice-exceptional ninth graders, 24 of them in total, are all experiencing the transition to high school in their own unique ways. For many students, the middle school years are a tumultuous time in their academic, social, and emotional development, and their experiences will have an impact on how well they are able to weather the transition to high school. Focusing specifically on the transition from middle to high school, studies acknowledge that few students are fully prepared for the increased pace and amount of academic work, the ever-shifting social landscape, and the emotional stability or coping mechanisms needed to handle the high school environment. Comparing enrollment data of ninth graders in 2020 and the enrollment of those same students in 2021, the Digest of Education Statistics (2022) reported a decrease of approximately 9%. This decline in students being promoted to or attending 10th grade may suggest that simply entering high school does not guarantee immediate success. If transitioning to high school can overwhelm students in the general population, then what about twice-exceptional learners, those who are gifted and have special education needs? For twice-exceptional (2e) learners, this critical period often lacks tailored support that leverages students’ strengths and talents, leaving them unprepared for the road ahead in high school. The students at Bridges Academy High School are also experiencing a transition that is fraught with challenges. To explicitly address the challenges that this transition presents for 2e learners, the faculty at Bridges Academy are implementing a seminar pilot program that includes support for all students that leverage their strengths to ease the move from middle school to high school.

For the 2e learning community, the transition to high school can be further mired by the lack of familiarity with the new setting. Increased demands within their schedules and the sheer number of adults with whom they work can exacerbate anxiety, stress, and even school avoidance. For gifted and neurodivergent learners, there are other considerations to take into account. Ng et al. (2016) explored the transition to high school for three twice-exceptional students in New Zealand, due to the dip in academic achievement, evident throughout this pivotal year. Providing a glimpse into what the transition to high school is like for 2e individuals, Ng et al. noted:

Studies relate this to a lack of academic challenge, rather than an increased level of academic difficulty, leading to feelings of disillusionment among students (Athanasiou & Philippou, 2006; Wylie et al., 2006). Some students report issues around subject content (being irrelevant or pitched at an inappropriate level) and processes of learning (lack of variety in teaching styles and presentation of products of learning), as well as changes in the school sociocultural environment (including noisy or disruptive classrooms and relationship problems with teachers and/or peers), that affect their ability to learn.

(Ministry of Education, 2008) (pp. 296–297)

2. Understanding the Social and Emotional Needs of Twice-Exceptional Adolescents

Twice-exceptional adolescents—those who are both gifted and have a disability or learning difference—have unique social–emotional needs that can have implications for them academically and/or behaviorally that may require tailored support (see

Table 1. Impact on 2e learners transitioning to high school.

Social and Emotional Implications	Academic Implications	Behavioral Implications
Increased stress leading to anxiety and/or depression	Frustration with appropriate level of challenge	Student behaviors due to rigid learning environments are seen as the problem
Strained teaching and/or peer relationships	Loss of interest in preferred subjects	Disciplinary measures are implemented instead of learning strategies
Social Isolation	Failure to meet academic expectations	School avoidance
Feeling unheard	Failure to speak up in class during academic discussions	Off-task behaviors

). Researchers have highlighted that 2e students frequently face heightened levels of stress and frustration due to the dual nature of their abilities and challenges. Their intellectual strengths often mask their disabilities, leading to under-identification and limited support in schools (Baum et al., 2014). Conversely, their disabilities may obscure their giftedness, which can cause feelings of inadequacy and low self-esteem (Neumeister et al., 2013). This duality places them at a higher risk of social–emotional difficulties compared to their peers.

Social isolation and difficulties with peer relationships are common among 2e adolescents, particularly in middle and high school. Their asynchronous development—advanced cognitive abilities paired with struggles in areas such as executive functioning or social skills—can make it difficult for them to connect with age-matched peers (Reis et al., 2014). These students may feel misunderstood by both their teachers and classmates, which can contribute to loneliness and a lack of belonging. Furthermore, societal expectations for academic or behavioral performance may exacerbate these feelings, creating additional pressure to conform or excel (Fugate & Gentry, 2016).

Emotional regulation is another critical area of concern. Researchers have noted that 2e adolescents often experience heightened sensitivity and emotional intensity, characteristics associated with giftedness, compounded by the frustrations of managing their disabilities (e.g., Fugate et al., 2021; Mendaglio & Peterson, 2007). This emotional complexity can manifest as anxiety, depression, or behavioral challenges if not properly addressed. Providing opportunities for self-expression and developing emotional intelligence are key strategies for supporting these students’ social–emotional well-being (Peterson et al., 2009).

Effective interventions for 2e adolescents often involve a holistic approach that integrates academic, social, and emotional support. Strength-based strategies, such as focusing on students’ interests and talents, can bolster self-esteem and motivation while simultaneously addressing their learning challenges (Baum et al., 2014). Additionally, fostering supportive relationships with teachers and peers is critical. Mentorship programs and peer groups designed for 2e students have shown promise in reducing social isolation and providing a sense of belonging (Assouline et al., 2010).

The role of educators and families in addressing the social–emotional needs of 2e adolescents cannot be overstated. Professional development for teachers to recognize and support 2e students is essential for fostering an inclusive and supportive learning environment (Neumeister et al., 2013). Likewise, collaboration with families to understand the child’s unique strengths and challenges can lead to more individualized and effective interventions. Building a positive supportive network around the student is key to helping them navigate the complexities of adolescence while embracing their dual exceptionalities. Table 1 provides an overview of the interactions.

Addressing the social–emotional needs of 2e adolescents requires a multifaceted approach that values their strengths while acknowledging and supporting their challenges. Schools that invest in training, tailored interventions, and inclusive environments can play a transformative role in helping these students thrive both academically and emotionally (Baum et al., 2014; Davidson Institute, 2024; Josephson et al., 2018).

3. The 2e Transition to High School

The transition to ninth grade has a well-documented history for being a point when there is significant struggle for students moving from middle to high school. Morgan and Hertzog (2001) highlighted several possible reasons for the anxiety students may feel during this transition including, a larger, more populous school environment; new teachers and grading policies; feeling as if teachers do not care. Additionally, these researchers noted ten commonly held apprehensions of eighth graders when asked about their concerns about the transition to high school: bullying; “mean” teachers; getting lost in a new building; having time to go to lockers; being late to class; finding a boyfriend or girlfriend; the amount of homework; passing tests; graduation; and participating in extracurricular activities.

The social and emotional learning for twice-exceptional students, who may also have Sensory Processing Sensitivity (SPS) or Slower Processing speeds, is an important element to consider when seeking ways to support the transition to high school. “In over three decades of research about SPS, this innate trait is now framed by four key characteristics developed by Aron (1996) through the acronym of ‘DOES’: depth of processing, overwhelm, emotional responsivity, empathy and sensitivity to subtleties” (Clifton, 2023, p. 10). The processing speeds of twice-exceptional students vary greatly and does impact how they process academic information, social situations, and their own emotions. Braaten and Willoughby (2014) noted:

A child may look confused or appear absent minded because he is unable to process information at the rate it’s being delivered. Some children may actually avoid engaging in difficult tasks altogether or not get started on new tasks because they are aware they cannot get the job done in the amount of time allotted, and [therefore] feel defeated before they even begin.

(as cited in Clifton, 2023, p. 13)

Sensory Processing Sensitivity and overall processing speeds will impact a twice-exceptional student’s performance in high school with the proper information sharing between teaching team members, guidance to help students become more aware of their needs, and the support or strategies that allow students to experience growth.

Another commonly discussed factor when addressing the struggles of ninth grade students in the new high school setting is their executive functioning skills. The term executive functions refer to a very broad neuropsychological construct that encompasses multiple mental capacities that appear to be responsible for cueing, directing, and coordinating multiple aspects of perception, emotion, cognition, and action. According to Habell (2024),

EF skills are essential for engaging in future oriented, goal-directed behavior, and as such, adults require well-developed EF skills in order to successfully navigate the demands of life. Being able to manage one’s time, organize and prioritize, inhibit and initiate, hold rules in mind, and monitor one’s attention and behavior are vital EF skills which lead to better life outcomes including better mental and physical well-being, decreased substance use and abuse, decreased interaction with the criminal justice system, increased financial stability, and more stable relationships.

(p. 11)

In a high school setting, this immensely complex system of human perception, thoughts, feelings, and actions is oversimplified to mean organization, the ability to turn assignments in on time, and have the ability to sit in a classroom and behave like a “model student.” When examining the high school transition for twice-exceptional learners, we need to take a deeper look at the training teachers receive in executive functioning skills and abilities, as well as the information they receive about the students’ individual skills and abilities.

Considering the complexities of the transition in terms of logistics, as well as the individual student needs, twice-exceptional students will need a caring adult, who holds them to high expectations for success that will be critical to the student’s achievement in high school. This is where the warm demander steps into their role. A warm demander is a teacher who shows genuine care and warmth toward students, while holding them to high expectations, and provides clear guidance and support. This includes offering constructive feedback, facilitating opportunities for processing information, and incorporating culturally meaningful contexts (Hammond, 2015, p. 160). The culturally responsive approach of being a warm demander will benefit twice-exceptional learners who need psychological safety, time to address their asynchronous learning, and to have a trusted adult who believes in them. Therefore, a teacher who approaches their relationship building with students as a warm demander becomes a strong ally in that student’s education.

As part of their commitment, the teacher acts as an ally to the student in their quest toward independent learning, In this role, the teacher offers both care and push as needed. The main focus here is cultivating the skills to push students into their zone of proximal development while helping them manage their emotional response so they do not set off their amygdala. The skills and attributes of warm demander pedagogy allow teachers to push students to take more academic risks and gain confidence (Hammond, 2015, p. 95).

4. Rationale for Creating the Social and Emotional Learning Seminar

The transition to high school can overwhelm students with social, emotional, and academic pressures, and without tailored support that leverages students’ strengths and talents, they are left feeling defeated before their high school careers fully begin. The twice-exceptional students at Bridges Academy face similar challenges during the steep learning curve that is the faster-paced high school environment.

Table 2. Bridges Academy enrollment of 9th grade students, 2022–2203 through 2024–2025.

	Year 1: 2022–23 * No 9th Grade Seminar	Year 2: 2023–24 * 9th Grade Seminar Year 1	Year 3: 2024–25 * 9th Grade Seminar Year 2
Total number of 9th Grade Students	28	18	24
# that matriculated from Bridges Middle School (grades 4 through 8) and moved into high school (grades 9 through 12)	26 (92%) *	14 (78%) *	19 (79%) *
New Students to Bridges Academy 9th grade (high school)	2 (8%)	4 (22%)	5 (23%)

* Note: The number of students who matriculate from middle school and stay at Bridges Academy for high school varies from year-to-year as some students move away or attend high school elsewhere.

shows the number of students matriculating into Bridges Academy High School from Bridges Academy Middle School or an outside school over the course of the past three academic years. Prior to their transition into high school, the Bridges Academy Middle School faculty share information on student strengths, talents, learning styles, goals and other relevant information from faculty observations, team meetings, and experiences working with the students while in middle school. Middle school teachers also report on the following criteria to better help the high school teachers understand where students are, including adherence to established standards; verbal and physical regulation; self-advocacy; academic skills; executive functioning; digital literacy; and technology usage. Despite information sharing and having most students entering high school from within the Bridges program, ninth grade students continue to struggle with this transition.

An example of struggle lies in the high school schedule itself, ninth grade students have 11 different periods that they have responsibilities for: English, World History, Physics, Math, World Language, Physical Education, Advisory, Social and Emotional Seminar, and Talent Development, as well as two electives. This all occurs on a block schedule with A Days (Mondays and Wednesday) and B Days (Tuesdays and Thursdays), with rotating A or B day Fridays. With all these periods, students must contend with different responsibilities, teacher expectations, and the developing executive functioning, academic, social, and emotional skills required to experience success and build confidence. Twice-exceptional individuals need increased support, scaffolding, and guidance throughout the transition due to these demands.

The student experience during the transition from middle to high school has led Bridges Academy to re-evaluate their process and implement programming to better support student needs. At the end of the 2022–23 school year, a school-based team that consisted of administrators, teachers, and counselors identified the need for creating a Social and Emotional Seminar as a tool with significant leverage to consistently support students with their academic and social and emotional well-being throughout their transition to high school. The Social and Emotional Seminar was designed to create a space that allows the students to grapple with social situations, learn to become more self-aware of their emotions, and build positive peer relationships. At the end of the reflective process and initial planning stages, the team identified these essential questions for the students as the core to build the program around:

• How can we better understand ourselves through our strengths and talents so that we can develop self-awareness and self-advocacy?
• How can we leverage our strengths and talents to improve areas of our lives?

5. Seminar Pilot Year

Beginning in the 2023–24 school year, the Social and Emotional Seminar pilot group met twice a week for 50 min in the afternoons. The ninth grade Coordinator, who also taught World History, led the seminar and was supported by one of the school counselors. Throughout the year, students collaboratively developed a month-by-month calendar of discussion topics, consisting of life-skills topics, games, and activities that they were most interested in. The students had to negotiate and make compromises amongst themselves to plan the roughly eight meetings each month. The students picked topics ranging from learning about taxes and credit, to tackling procrastination, to wanting to have some fun during Minefield or Swamp Maze. The flexibility the students demonstrated throughout the year to make the seminar what it became was truly amazing. Appendix A provides an overview of sample activities that were integrated into the seminar.

At the end of April, students were asked to openly reflect on their first year of high school to provide helpful information to their upcoming 10th grade teachers, such as any new strengths, talents, passions, or learning preferences. Students completed a rough draft of their My Strength Summary sheet, part of the Suite of Tools Strength-Based Assessment developed by Baum and Schader (2022). The Suite of Tools is a comprehensive approach to supporting the strengths and talent development of twice-exceptional individuals. See Appendix B for more details of the specific evaluations used in the seminar that are included in the Suite of Tools strength-based assessment. While some students were able to identify at least one idea for each area, some struggled to identify their own strengths. For those students who struggled, a one-on-one brainstorming session helped them to identify strengths that maybe they had not previously considered by offering ideas other teachers or students had noticed about that individual.

Throughout the pilot, students continued to develop their My Strengths Summary through practice interviews for future professions of interest to them and a selection of other modified tools from the Suite of Tools that helped students reflect on their strengths. In preparation for the practice interviews, students first met with the teacher facilitator using the Personal Assets and Qualities of Character tool to further identify and discuss their individual strengths. Students then took the time to reflect on the information to highlight as many of their own strengths as possible that were relevant for the job they wanted for their practice interview. The students then decided if they wanted to have their practice interview with the teacher or the counselor. Through this process, students were able to connect the practice interview to their strengths, increasing their sense of self-awareness and self-efficacy.

In subsequent seminar meetings students were asked to complete the My Learning Print (modified) and Quick Personality Indicator tools. Because the students remembered completing these components of the Suite of Tools from the beginning of the year, or in middle school, there was some resistance to completing it again. However, students began to realize the importance of reflecting on their growth and how they had changed during their freshmen year. By providing the most accurate and up to date information about themselves, they began to see how these changes would ultimately help them reach their goals. Prior to the end of the school year, students met two more times to complete as many additional tools as they wanted to help complete their My Strengths Summary which would give their 10th grade teachers as much information as possible about themselves in preparation for next year. Through this process, students increased their own self-awareness, while providing timely information that helped the 10th grade teachers engage them through their strengths, leverage those strengths, dual differentiate individual lessons to meet their needs as gifted students as well as their special education needs, and provide enrichment and talent development opportunities when necessary.

6. Seminar Program Continues and Next Steps

The 2024–25 school year marks the second full year of implementing the 9th Grade Social and Emotional Seminar program at Bridges Academy. Building on the lessons learned during the pilot year, the focus has been on refining and expanding the seminar’s approach to ensure a deeper integration of strengths-based learning and executive functioning strategies. With the seminar again meeting twice each week of the academic year, the aim is to offer more personalized support to promote both self-awareness and academic achievement.

One significant addition to the seminar has been the More or Less of Classroom Matrix, a tool designed to help students reflect on their learning needs and classroom preferences. This matrix compliments the My Strengths Summary by further deepening students’ self-awareness and self-advocacy skills. By identifying what they would like more or less of in their classroom environment—whether it be group work, independent time, or specific teaching styles—students gained increased ownership over their learning process.

Another key development was the incorporation of talent development as a central theme in understanding students’ strengths. By linking talents and passions with executive functioning development, students are able to see how their unique abilities can in fact help them overcome challenges in organization, time management, task completion, and other executive functioning skill areas. Practical applications, such as project-based learning and career exploration activities, continue to be an area of focus, allowing students to practice real-world skills in a supportive environment.

These critical components are interwoven with individual check-ins and whole group surveys to identify social and emotional areas that students want to develop. By engaging students through reflection about their strengths and needs in their learning environments, it becomes possible to help them navigate the social environment from a more emotionally regulated place. Building self-awareness for the students is the overarching goal for the seminar program. Self-awareness will enable students to navigate their world in a way that meets their needs and leads to a well-rounded individual.

Looking ahead, the seminar will continue to evolve into a more comprehensive program that includes mentorship opportunities with professionals and experts in areas of student interest. This will allow students to connect their talents with potential career paths, making their high school experience more relevant and goal oriented. The seminar leaders are working with the Bridges Academy College and Transition Coaches to help freshmen think about and plan for life post high school. Additionally, there is a plan to explore the development of student-led seminars where upperclassmen who have gone through the program can mentor incoming ninth graders, sharing their insights and experiences.

7. Limitations

As the Seminar Program develops, it will be important to expand the perspectives through which the individual program components are chosen, including a comprehensive way to address student needs, incorporate family feedback and goals, while also encompassing more Bridges Academy staff, including the College and Transitional Guidance department, ninth grade advisors, and other staff who support students through the transition to high school. While this pilot program was developed and completed at Bridges Academy, a small independent school with a student population that is all identified as 2e, gaining a broader understanding of what 2e learners need during their transition to any school would help to make this program more applicable across educational settings.

8. Conclusions

Twice-exceptional students benefit from seeing educators and the adults in their life explicitly putting their strengths and talents at the center of their education. When this happens, students begin to trust these adults and are more likely to address areas of improvement. In the high school setting in particular, the focus quickly turns to work production, submitting assignments on time, and general work habits that many 2e students are not yet equipped for without the proper learning environments to effectively demonstrate these skills. The 9th Grade Social and Emotional Seminar at Bridges Academy has already shown promising results in fostering the personal and academic growth of twice-exceptional learners. By placing an emphasis on strength-based learning, talent development, and self-advocacy, the seminar addresses the unique challenges that 2e students face when transitioning to high school. As the program continues to grow, our goal is to ensure that every student feels empowered, supported, and equipped to leverage their strengths throughout their high school journey and beyond. Through ongoing reflection and adaptation, we aim to create a model that can be replicated in other educational settings, promoting success for 2e learners everywhere.