This study investigated how perceived external factors such as supports from parents and teachers, and influences from peers contributed to the academic successes and failures of Singaporean twice-exceptional (2e) students. A total of six 2e participants from one secondary school in Singapore voluntarily participated in the study. This study used an Interpretative Phenomenological Analysis (IPA) design and semi-structured interviews for data collection. Findings discovered that supports from parents, teachers, and peers influenced 2e students’ academic achievement by mediating three behavioral and psychological variables: strategies use, academic engagement, and academic self-efficacy. Specifically, peers’ support was the most frequently cited influencer on 2e students’ academic achievement. The findings from this study fill a gap in the research by explaining the interactions between these influences and the 2e students’ psychological and behavioral variables that possibly enable their academic success.
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