Senior Thesis

​This thesis investigates the systemic exclusion of twice-exceptional (2e) students, those who are both gifted and disabled, within the Australian education system, with a particular focus on the senior secondary stage and the Higher School Certificate (HSC). A triangulated mixed-methods design was employed, combining an online questionnaire (n = 60), two focus group interviews in mainstream and specialised school environments, and expert interviews with academic and political leaders in the field.

The findings reveal entrenched structural barriers in mainstream education, including inflexible curricula, inaccessible provisions and a culture of compliance that disadvantages neurodivergent learners. Social stigma, policy gaps and gendered disparities in access to support were also identified as significant obstacles to educational attainment. Participants consistently reported severe mental health impacts, including hospitalisation, exhaustion and long-term trauma, stemming from institutional neglect. Visions for reform articulated by students and experts converged on the importance of Universal Design for Learning, collective accessibility and a diversification of assessment practices beyond high-stakes examinations.  While debate persists regarding the future of specialised schools, findings highlight the need for both safe spaces and systemic reform in mainstream contexts. This study underscores the urgency of student-led reform and contributes to the broader discourse on disability justice, educational equity and the reimagining of inclusive schooling in Australia.