I am developing an academic research agenda on twice-exceptionality: how cognitive strengths and executive-function difficulties mask one another, how context changes performance, and which educational structures help exceptional students translate ability into sustainable achievement.
Conversations with researchers in ADHD, gifted education, twice-exceptionality, educational psychology, developmental science and quantitative methodology. Possible forms: literature synthesis, data analysis, study design, co-developed projects, and future doctoral supervision or institutional affiliation.
Start a conversationI welcome contact from schools, psychologists, psychiatrists, coaches, and educational organisations that work directly with gifted or ADHD learners and want to examine patterns in identification, instruction, support, or outcomes. Practical access to the problem matters; so does a clear boundary between educational services, clinical work, and research.
Start a conversationFamily participation isn’t open yet. The consent materials and ethical review that any study involving children requires are still being prepared, and I won’t invite a single family before that work is finished properly. You can join the interest list further down this page.
Join the family listGifted and ADHD students are often assessed through separate frameworks. Giftedness is expected to produce visible excellence. ADHD is expected to produce visible difficulty. When both are present, each can alter the way the other appears.
A student may compensate well enough to avoid support, but not consistently enough to be recognised for high potential. The result can be delayed identification, chronic underachievement, misleadingly average outcomes, and a long history of explanations based on motivation or character rather than mechanism.
How do ADHD and giftedness mask one another across different ages and educational transitions?
How can underchallenge, attentional dysregulation, perfectionism, and executive-function overload be distinguished when they produce similar behaviour?
Which teaching formats maintain cognitive challenge while reducing avoidable executive demand?
What predicts the gap between measured potential and everyday academic performance?
How do gender, culture, school expectations, and socioeconomic access affect who is recognised as twice-exceptional?
How can quantitative methods and longitudinal data capture an uneven profile more accurately than a single average score?
My background combines fourteen years of teaching, since 2012 with formal training in statistics, econometrics, economics and finance. I have taught quantitative subjects in private, secondary-school and university contexts, and I have worked inside the European research ecosystem: I led the marketing and dissemination of results for EU Commission-funded projects worth €7–15M each (SSHOC, FAIRsFAIR, DICE), coordinating 20+ events and co-authoring public project deliverables published on Zenodo. I know how research is produced, evaluated and shared.
I also bring lived knowledge of a gifted ADHD profile. That experience informs the questions I notice; it does not replace evidence. The objective is to connect careful measurement, educational practice, and the realities families and students report.
My long-term aim is to connect research and educational design: to build an approach for exceptional minds that does not merely claim to be personalised, but can examine which structures work, for whom, under which conditions, and at what cost to the student.
The ambition is not to build a practice on one person’s intuition. It is to build something that can learn systematically, question itself, and contribute evidence back to the field.
When it does open, participation in any study would be voluntary, separate from tutoring, and governed by its own eligibility criteria, ethics review where required, and informed-consent process. Tutoring access, pricing, and scholarships would never depend on research participation.
Joining this list is not enrolment in a research study.
Tell me your interest, your affiliation, and what you have in mind. I read every message myself and normally reply within a couple of days.
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