Who Are Underachievers?: They Lack The Ability To Work To Completion. Function Independently

Who are Underachievers?
Broadly speaking, unmotivated individuals are underachievers. They do not consistently apply
effort and they work far below their potential. Their problem is not ability; their problem is
attitude. They squander their opportunities and increased options for tomorrow. They generally
deny, by their actions, that what they do now has any impact on their future. They cannot see or
admit or accept that their inability to complete tasks and assume responsibility will lead to
continuing failure in the future.
Underachievers have the intellectual capability to do substantially better but

they lack the ability to:
1. Work to completion. Underachievers start things well, then lose interest,

even in things they say they want.
2. Function independently. When underachievers are closely supervised
they can do very good work, but when the supervision stops, so does their
efforts.
3. Produce within time limits. If a classic underachiever is told "Have the
project done by Friday" on Friday the underachiever is likely to say
something like "I thought you meant next Friday."
While determination of underachievement should be made by a professional experienced in

the field (and other conditions and contributing factors should be considered), some
behaviors to look for include:
 Does well on achievement or intelligence tests, but performance falls far short of
abilities
 Does not initiate new projects; does not find new ideas challenging (sees such as
"hassles")
 Can do well, but is erratic; needs excessive supervision
 Is not a self-starter; does not display appropriate sense of urgency; misses
deadlines
 Seems disorganized, especially in regard to academic responsibilities; does not
complete or turn in work
 Seldom accepts responsibility for personal failure; tends to blame circumstances
or other people
 Starts enthusiastically but quickly fades; promises "will do better next time"
 Generally unable to enjoy his or her own successes
 Appears easily distracted when needing to do work; displays selective attention
and memory
 Minimizes future consequences
 Seems unaffected by own deficiencies and ineffectiveness
 Fakes happiness (says he, or she, is happy but really is not)
 Punishment, rewards, logic, tutoring, training, or just leaving alone are
ineffective.
Most people occasionally show some aspects of underachieving. For generally motivated
individuals their periods of low motivation are brief and of limited intensity. An underachiever
shows numerous characteristics with heightened intensity and has a chronic pattern of
underachieving over time.
There is perhaps no situation more frustrating for parents or teachers than living or
working with children who do not perform as well academically as their potential
indicates they can. These children are labeled as underachievers, yet few people
agree on exactly what this term means. At what point does underachievement end
and achievement begin? Is a gifted student who is failing mathematics while doing
superior work in reading an underachiever? Does underachievement occur
suddenly, or is it better defined as a series of poor performances over an extended
time period? Certainly, the phenomenon of underachievement is as complex and
multifaceted as the children to whom this label has been applied.
Definition of Underachievement
Early researchers (Raph, Goldberg, and Passow, 1966) and some recent authors
(Davis and Rimm, 1989) have defined underachievement in terms of a discrepancy
between a child's school performance and some ability index such as an IQ score.
These definitions, although seemingly clear and succinct, provide little insight to
parents and teachers who wish to address this problem with individual students. A
better way to define underachievement is to consider the various components.
Underachievement, first and foremost, is a behavior and as such, it can change

over time. Often, underachievement is seen as a problem of attitude or work
habits. However, neither habits nor attitude can be modified as directly as
behaviors. Thus, referring to "underachieving behaviors" pinpoints those aspects of
children's lives which they are most able to alter.
Underachievement is content and situation specific. Gifted children who do not

succeed in school are often successful in outside activities such as sports, social
occasions, and after-school jobs. Even a child who does poorly in most school
subjects may display a talent or interest in at least one school subject. Thus,
labeling a child as an "underachiever" disregards any positive outcomes or
behaviors that child displays. It is better to label the behaviors than the child (e.g.,
the child is "underachieving in math and language arts" rather than an
"underachieving student").
Underachievement is in the eyes of the beholder. For some students (and teachers
and parents), as long as a passing grade is attained, there is no underachievement.
"After all," this group would say, "A C is an average grade." To others, a grade of
B+ could constitute underachievement if the student in question were expected to
get an A. Recognizing the idiosyncratic nature of what constitutes success and
failure is the first step toward understanding underachieving behaviors in students.
Underachievement is tied intimately to self-concept development. Children who

learn to see themselves in terms of failure eventually begin to place self-imposed
limits of what is possible. Any academic successes are written off as "flukes," while
low grades serve to reinforce negative self-perceptions. This self-deprecating
attitude often results in comments such as "Why should I even try? I'm just going
to fail anyway," or "Even if I do succeed, people will say it's because I cheated."
The end product is a low self-concept, with students perceiving themselves as weak
in academics. Under this assumption, their initiative to change or to accept a
challenge is limited.
Strategies To Reverse Patterns of Underachievement
Luckily, it is easier to reverse patterns of underachieving behavior than it is to

define the term underachievement.
Whitmore (1980) describes three types of strategies that she found effective in
working with underachieving behaviors in students:
 Supportive Strategies. Classroom techniques and de- signs that allow

students to feel they are part of a "family," versus a "factory," include methods
such as holding class meetings to discuss student concerns; designing
curriculum activities based on the needs and interests of the children; and
allowing students to bypass assignments on subjects in which they have
previously shown competency.
 Intrinsic Strategies. These strategies incorporate the idea that students' self-
concepts as learners are tied closely to their desire to achieve academically
(Purkey and Novak, 1984). Thus, a classroom that invites positive attitudes is
likely to encourage achievement. In classrooms of this type, teachers encourage
attempts, not just successes; they value student input in creating classroom
rules and responsibilities; and they allow students to evaluate their own work
before receiving a grade from the teacher.
 Remedial Strategies. Teachers who are effective in reversing underachieving

behaviors recognize that students are not perfect - that each child has specific
strengths and weaknesses as well as social, emotional and intellectual needs.
With remedial strategies, students are given chances to excel in their areas of
strength and interest while opportunities are provided in specific areas of
learning deficiencies. This remediation is done in a "safe environment in which
mistakes are considered a part of learning for everyone, including the teacher.
The key to eventual success lies in the willingness of parents and teachers to
encourage students whenever their performance or attitude shifts (even slightly) in
a positive direction.
Participation in Gifted Programs
Students who underachieve in some aspect of school performance, but whose
talents exceed the bounds of what is generally covered in the standard curriculum,
have a right to an education that matches their potential. To be sure, a program for
gifted students may need to alter its structure or content to meet these students'
specific learning needs, but this is preferable to denying gifted children access to
educational services that are the most accommodating to their abilities.
Role of the Family
The following are some broad guidelines - representing many viewpoints - for
strategies to prevent or reverse underachieving behavior.
 Supportive strategies. Gifted children thrive in a mutually respectful,

nonauthoritarian, flexible, questioning atmosphere. They need reasonable rules
and guidelines, strong support and encouragement, consistently positive
feedback, and help to accept some limitations - their own, as well as those of
others. Although these principles are appropriate for all children, parents of
gifted children, believing that advanced intellectual ability also means advanced
social and emotional skills, may allow their children excessive decision-making
power before they have the wisdom and experience to handle such responsibility
(Rimm, 1986).
Gifted youngsters need adults who are willing to listen to their questions without
comment. Some questions merely preface their own opinions, and quick answers
prevent them from using adults as a sounding board. When problem solving is
appropriate, offer a solution and encourage students to come up with their own
answers and criteria for choosing the best solution. Listen carefully. Show
genuine enthusiasm about students' observations, interests, activities, and
goals. Be sensitive to problems, but avoid transmitting unrealistic or conflicting
expectations and solving problems a student is capable on managing.
Provide students with a wide variety of opportunities for success, a sense of

accomplishment, and a belief in themselves. Encourage them to volunteer to
help others as an avenue for developing tolerance, empathy, understanding, and
acceptance of human limitations. Above all, guide them toward activities and
goals that reflect their values, interests, and needs, not just yours. Finally,
reserve some time to have fun, to be silly, to share daily activities. Like all
youngsters, gifted children need to feel connected to people who are consistently
supportive (Webb, Meckstroth, & Tolan, 1982).
 Intrinsic strategies. Whether or not a gifted youngster uses exceptional
ability in constructive ways depends, in part, on self-acceptance and self-
concept. According to Halsted (1988), "an intellectually gifted child will not be
happy [and] complete until he is using intellectual ability at a level approaching
full capacity.... It is important that parents and teachers see intellectual
development as a requirement for these children, and not merely as an interest,
a flair, or a phase they will outgrow" (p. 24).
Providing an early and appropriate educational environment can stimulate an

early love for learning. A young, curious student may easily become "turned off"
if the educational environment is not stimulating; class placement and teaching
approaches are inappropriate; the child experiences ineffective teachers; or
assignments are consistently too difficult or too easy. The gifted youngster's
ability to define and solve problems in many ways (often described as fluency of
innovative ideas or divergent thinking ability) may not be compatible with
traditional gifted education programs or specific classroom requirements, in part
because many gifted students are identified through achievement test scores
(Torrance, 1977). According to Linda Silverman (1989), Director of the Gifted
Child Development Center in Denver, Colorado, a student's learning style can
influence academic achievement. She contends that gifted underachievers often
have advanced visual-spatial ability but underdeveloped sequencing skills; thus
they have difficulty learning such subjects as phonics, spelling, foreign
languages and mathematics facts in the way in which these subjects are usually
taught (Silverman, 1989). Such students can often can be helped by
knowledgeable adults to expand their learning styles, but they also need an
environment that is compatible with their preferred ways of learning. Older
students can participate in pressure-free, noncompetitive summer activities that
provide a wide variety of educational opportunities, including in-depth
exploration, hands-on learning, and mentor relationships (Berger, 1989).
 Intrinsic strategies (Continued).
Some students are more interested in learning than in working for grades.
Such students might spend hours on a project that is unrelated to academic
classes and fail to turn in required work. They should be strongly encouraged
to pursue their interests, particularly since those interests may lead to career
decisions and life-long passions. At the same time, they should be reminded
that teachers may be unsympathetic when required work is incomplete. Early
career guidance emphasizing creative problem solving, decision making, and
setting short- and long-term goals often helps them to complete required
assignments, pass high school courses, and plan for college (Berger, 1989).
Providing real-world experiences in an area of potential career interest may
also provide inspiration and motivation toward academic achievement.
Praise versus encouragement. Overemphasis on achievement or outcomes

rather than a child's efforts, involvement, and desire to learn about topics of
interest is a common parental pitfall. The line between pressure and
encouragement is subtle but important. Pressure to perform emphasizes
outcomes such as winning awards and getting A's, for which the student is
highly praised. Encouragement emphasizes effort, the process used to
achieve, steps taken toward accomplishing a goal, and improvement. It
leaves appraisal and valuation to the youngster. Underachieving gifted
students may be thought of as discouraged individuals who need
encouragement but tend to reject praise as artificial or inauthentic
(Kaufmann, 1987). Listen carefully to yourself. Tell your children when you
are proud of their efforts.
 Remedial Strategies. Dinkmeyer and Losoncy (1980) caution parents to

avoid discouraging their children by domination, insensitivity, silence, or
intimidation. Discouraging comments, such as "If you're so gifted, why did
you get a D in _____?'' or "I've given you everything; why are you so
_____?'' are never effective. Constant competition may also lead to
underachievement, especially when a child consistently feels like either a
winner or a loser. Avoid comparing children with others. Show children how
to function in competition and how to recover after losses.
Study-skills courses, time-management classes, or special tutoring may be

ineffective if a student is a long- term underachiever. This approach will work
only if the student is willing and eager, if the teacher is chosen carefully, and
the course is supplemented by additional strategies designed to help the
student. On the other hand, special tutoring may help the concerned student
who is experiencing short-term academic difficulty. In general, special
tutoring for a gifted student is most helpful when the tutor is carefully chosen
to match the interests and learning style of the student. Broad-ranged study-
skills courses or tutors who do not understand the student may do more
harm than good.
Conclusion
Some students, particularly those who are highly capable and participate in a
variety of activities, appear to be high achievers when learning in a highly
structured academic environment, but are at risk of underachieving if they cannot
establish priorities, focus on a selected number of activities, and set long-term
goals. On the other hand, some students appear to be underachievers but are not
uncomfortable or discouraged. They may be quite discontent in middle or secondary
school (in part because of the organization and structure), but happy and successful
when learning in an environment with a different structural organization. They may
handle independence quite well.
Underachievement is made up of a complex web of behaviors, but it can be

reversed by parents and educators who consider the many strengths and talents
possessed by the students who may wear this label.

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Who are Underachievers?

Underachievers have the intellectual capability to do substantially better but

1. Work to completion. Underachievers start things well, then lose interest,

While determination of underachievement should be made by a professional experienced in

Underachievement, first and foremost, is a behavior and as such, it can change

Underachievement is content and situation specific. Gifted children who do not

Underachievement is tied intimately to self-concept development. Children who

Strategies To Reverse Patterns of Underachievement

Luckily, it is easier to reverse patterns of underachieving behavior than it is to

 Supportive Strategies. Classroom techniques and de- signs that allow

 Remedial Strategies. Teachers who are effective in reversing underachieving

Participation in Gifted Programs

Role of the Family

 Supportive strategies. Gifted children thrive in a mutually respectful,

Provide students with a wide variety of opportunities for success, a sense of

Providing an early and appropriate educational environment can stimulate an

Praise versus encouragement. Overemphasis on achievement or outcomes

 Remedial Strategies. Dinkmeyer and Losoncy (1980) caution parents to

Study-skills courses, time-management classes, or special tutoring may be

Underachievement is made up of a complex web of behaviors, but it can be

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