Underachievement describes a discrepancy between a student’s performance and his/her actual ability, with no underlying learning disability to account for the discrepancy. Gifted underachievers typically earn high scores on ability measurements, but their classroom achievement falls far short of expectations. These students may be overlooked for gifted services because they have poor grades.
To help prevent underachievement, it is important that school staff recognize gifted learners early and provide appropriate services, and takes steps to help gifted learners achieve their full potential. There are many complex reasons why students become underachievers, and an individual approach is necessary to identify and overcome those patterns of underachievement. Parents, classroom teachers, school data teams, and the District GATES Coordinator will review information with this in mind, and include underachievement as a reason for SIT referral.
Disorganized
School work is often missing or incomplete
Appears disinterested in school or unmotivated
Behavioral Problems
Makes excuses or blames others for his/her problems
Negative Peer Pressure
Too much socializing or by contrast, student is a loner
Displays emotional frustration and exhibits low self-esteem
Fear of Failure / Perfectionism
Difficulty concentrating
Parents do not see education as a priority or , place too much pressure on student
Another exceptionality or disability has been identified and s/he is lacking skills in at least one subject area
May come from a lower socioeconomic background
Lack of respect for teachers and education
May choose to underachieve rather than try and fail
Does not respond well to external motivators (grades or rewards)
Establish Priorities
Have the student help set goals and initiate follow through
Encourage positive changes by focusing on strengths or remediating weaknesses, one at a time.
Compare the child with his/her own progress & capabilities, not others
Use counseling interventions where appropriate to become familiar with the child's background and home life
Use Myers-Briggs Personality Inventory to assess students' learning styles and personality types
Conduct individual or small-group sessions to build confidence and give the student opportunity to communicate any fears or disillusionment
Provide resources and/or experiences for the student in an area of potential career
Help the focus be on process over product
Give support and suggestions to parents for communicating with school personnel, joining a parent support group, setting up a study environment at home, and encouraging the child's interests
Encourage more reading and less electronics
Hold the student accountable for actions, behaviors, materials and work: Say what you mean and follow through
Help them identify their areas of strength
Use various forms of assessment
Collaborate with other professionals on strategies you could use
Make sure your lessons give students opportunities to use higher level thinking
Provide hands-on experiences
Keep communication open between home and school
Be intentional about teaching study skills
Support out of school interests
Give student choices and/or creative activities
Incorporate the use of technology into independent research, projects and instruction
Provide attention and specific & genuine feedback
Help the student learn time management
“Excellence in education is when we do everything that we can to make sure they become everything that they can” - Carol Tomlinson
Sports Analogies that Can Help With Reflection on Performance
Show up for practice and the main event.
Know where you are heading and know what the goal is.
Have several game plans, not just one.
Don't count on the one thing that is the least likely to occur.
Practice skills before the big performance.
Don't give up because you get a penalty or make a mistake.
Figure out what you want to accomplish and then plan backwards.
Have a coach and have people who cheer you on.
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