1. Overcoming Underachievement Understanding Why Some Gifted Students Underachieve

2. What is underachievement among gifted students? It is a discrepancy between recognized ability and actual academic performance. The causes may be social, emotional, physical, and/or academic, and they may originate at home or at school.

3. From the Carnegie Foundation… “Make no mistake about it; underachievement is not a crisis of certain groups; it is not limited to the poor; it is not a problem afflicting other people’s children. Many middle- and upper-income children are also falling behind intellectually. By the fourth grade, the performance of most children in the US is below what it should be for the nation and is certainly below the achievement levels of children in competing countries.”

4. The Stages of Talent Development Giftedness can be…  Latent (under the surface)  Emergent (beginning to demonstrate itself)  Manifest (in full bloom)

5. Characteristics of Gifted Underachievers  Low self-concept  More socially than academically oriented  May use defense mechanisms  Often do not exhibit goal directed behavior  May avoid competition  May be passive-aggressive  May be rebellious or antisocial  May fear success  May have poor coping skills  May attribute successes or failures to outside forces  May avoid difficult tasks in order to protect their conception of their ability  May be dependent  May develop coping mechanisms that reduce short term stress but inhibit long term success  May be socially immature

6. More Characteristics of Gifted Underachievers  May have a negative attitude toward school  May avoid challenging situations to protect their self image  May be more likely to be male than female  May be anxious or impulsive  May be distrustful or pessimistic  May possess poor self- regulation strategies  May attribute success to luck and failures to lack of ability  May be inattentive or hyperactive  May be easy going, considerate, or unassuming  May be depressed  May be uninvolved in school activities

7. One Study About High Achievers from Stressful Home Environments Found…

8. Commonalities of the High Achievers  Belief in self  Personal characteristics (sensitivity, independence, determination to succeed, inner will, resilience)  Support systems (network for high achievers, family support, other supportive adults)  Participation in special programs, extra-curricular activities, summer enrichment programs  Appropriately challenging courses  Realistic expectations

9. Personal Factors Influencing Underachievement  Behavior problems and disciplinary issues  Problems with unstructured time  Confusing or unrealistic expectations  Insufficient perseverance and low self- efficacy  Inappropriate coping strategies

10. Family Factors Influencing Underachievement  Family dysfunction  Strained relations with family members  Problems with siblings including rivalry  Inconsistent role models and value systems in the family  Minimal paternal academic monitoring, guidance, and expectations

11. Negative Response from Relatives  Some, but not all, of the high achieving participants in the study encountered negative responses from relatives or friends because they are perceived to be working too hard in school. These relatives tell they they’re crazy to work so hard in school, as Jana explained:  “I have an uncle who says, “Why are you wasting your time? Why don’t you just get a job and forget about school?”

12. School Factors Influencing Underachievement  Inappropriate early curricular experiences in elementary school  Absence of opportunity to develop appropriate school work habits  Negative interactions with teachers  Unrewarding curriculum in middle and high school  Questionable counseling experiences

13. Lack of Work Habits and Self-Regulation  All underachievers in the study echoed the same phrase:  “I never learned how to work hard!”  “Elementary school and middle school were so easy for me, and I never learned how to work.”  “I coasted through elementary and middle school and then fell apart in the advanced classes in my high school.”

14. Underachievement Appears to Be Episodic and Periodic  It can occur in some years and not others.  It can occur in some classes and not others.  But increasing episodes of underachievement may produce a more chronic pattern.

15. Important Findings  Peers play a major role in keeping underachievement from occurring in their closest friends.  Adolescents involved in clubs, extra-curricular activities, sports, and religious activities tend to be effective learners in school.  Helping gifted students develop regular patterns of work and practice seems to be very beneficial. Music, dance, and art lessons, combined with regular time for homework and reading, can help develop positive self-regulation strategies.

16. More Important Findings  A caring adult (a teacher, counselor, or coach) in school can help reverse the process of underachievement.  Many students underachieve as a result of the lack of a stimulating curriculum.  Many students became more achievement oriented when they were given the opportunity to pursue topics that genuinely interested them.

17. What helps students to overcome underachievement?  Developing self-efficacy: the belief in one’s ability to accomplish something.  Developing self-regulation strategies: personal, behavioral, and environmental  Crafting a goal setting methodology  Correcting distorted thinking  Involving parents in getting work done at home by temporarily sitting with student nightly  Positive relationships with teachers

18. Personal Self-Regulation Strategies  Organizing and transforming information (outlining, summarizing, highlighting, flashcards, drawing pictures/diagrams/charts)  Goal setting and planning  Keeping records and monitoring (note-taking, list of errors made, keeping portfolios and drafts)  Rehearsing and memorizing

19. Behavioral Self-Regulation Strategies  Self-evaluating (checking quality or progress) Task analysis (what does the teacher want me to do? What do I want out of it?) Self-instructions attentiveness  Self-consequating Treats to motivate; self-reinforcement Arrangement or imagination of punishments; delay of gratification

20. Environmental Strategies  Seeking information Library resources Internet resources Reviewing cards Rereading records, texts, textbooks  Environmental structuring Selecting or arranging the physical setting Isolating/eliminating or minimizing distractions Break up study periods over time  Seeking social assistance From teachers, other adults, peers, and exemplary models

21. What Parents Can Do  Provide an intellectually stimulating, curiosity-producing atmosphere in your home.  Establish a close, mutually respectful relationship with your child.  Model the behavior you desire your child to have.  Do not compare siblings.  Help your child establish effective time priorities.  Guide your children toward goals of their interest, but do not set goals for them.  Show your affection, trust, and approval.  Support your child; get involved.

22. What Teachers Can Do  Value achievements of high-ability students  Assess each student regularly and know your students’ learning profiles.  Provide opportunities for students to build self- concept.  Create an open, accepting, warm, intellectually challenging learning environment.  Give the underachiever an opportunity to focus on an area of ability such as music, art, or athletics.

23. What Else Teachers Can Do  Be available when help is needed  Confer with the student periodically about personal and academic matters.  Look for ways to meet individual needs.

24. University of Connecticut’s Website on Underachievement http://www.gifted.uconn.edu/siegle/NRCGTUnd erachievementStudy.htm

25. Support in School  Gifted Support Teacher: Mr. Gregory Minarchick  Building Counselors  Teachers  Building Administrators  Emotional Support: Mrs. Kim Torres  Student Services: Mrs. Cindi Marsh