Unleashing children’s potential: An evidence-based narrative review of strategies to enhance cognitive function and intelligence in school-age children

Table 12 Cognitive enhancement strategies for gifted and twice exceptional learners

Profile	Core needs	Targeted strategies
Gifted	Intellectual challenge, depth and complexity, autonomy in learning	Curriculum compacting; subject acceleration; inquiry-based and project-based learning; mentorship; metacognitive skill training
Twice exceptional	Simultaneous enrichment and support; EF scaffolding; emotional regulation	Strength-based enrichment with accommodation; assistive technologies; EF coaching; flexible assessment formats
Gifted with attention-deficit/hyperactivity disorder traits	Cognitive stimulation with structure; regulation of attention and impulsivity	Advanced content with task chunking; time-management supports; movement-integrated learning
Gifted with learning disabilities	Access to complex ideas without output constraints	Reduced mechanical demands; alternative demonstration of knowledge; speech-to-text and visual organizers
Gifted with autism-associated profiles	Predictability; social-pragmatic support alongside intellectual rigor	Structured enrichment; visual schedules; explicit social-cognitive instruction; interest-based learning

Optimal cognitive enhancement for gifted and twice exceptional learners requires precision alignment between advanced cognitive capacity and individualized supports, preventing both underachievement and burnout. EF: Executive function.