Teachers’ perceptions can be explored further through a study in which an experimental group of teachers received training on recognizing twice-exceptional students and how to implement a good program over two days, whereas the control group received no training. Teachers then completed a pre- and post-survey on the beliefs about twice-exceptional students, attitudes towards instructional strategies, and beliefs about the universality of giftedness (Cody et al., 2022). Based on the results of the study, there was minimal improvement in beliefs after the intervention, showing that training is insufficient to change views on neurodivergent giftedness. While belief ratings started high in the pre-survey, they did not reflect the teachers’ actual perception of giftedness (Cody et al., 2022). This shows the presence of prejudices against those who are not socially adept deeper than surface-level acceptance (Ezzani et al., 2021). Therefore, professional development needs to be implemented as a long-term, reinforced instruction, or added to a more behaviorally and culturally focused session to address systematic biases against neurodivergency (Krasnoff, 2016). Universal screening administered individually to all students, regardless of in-class behavioral, can also help in gifted identification. However, addressing the initial root and developing intervention strategies is the first step in resolving this issue.