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This article by Linda Emerick studies young gifted people who have pulled themselves through periods of underachievement. It details the main areas that these students felt were crucial in being able to reverse the pattern of underachievement in their lives. The results suggest that educational interventions focused on areas of student interest may be particularly effective.
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This article by Robert Shultz shares the teacher's perspective of seeing highly gifted students "stuck on an academic merry-go-round whirling by the same content over and over." Although they are naturally driven to learn, they became frustrated, angry and unchallenged. Schultz argues that this pattern of underachievement can be broken with "caring teachers guided with passion and understanding."
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This article by Jean Peterson and Nicholas Colangelo describes a study of gifted students who achieve and underachieve. School files were examined to try to find links and reasons for underachievment. The author sidentify a number of correlations, and suggestions are made for school counselors on how they might help with this problem.
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This article by Joan Smutney, lists the common characteristics of gifted underachievers, addresses some of the "most promising" solutions to underachievement as helpful tips for parents, and empahsizes the importance of advocacy.
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This article explores the problem of underachievement among gifted students. It discusses the factors involved and explains that most often these issues surface in late elementary school and middle school. The article discusses a detailed study of three models: individual, family and school. It explains how this population can be helped through intervention that combines these three models. Authored by Jean Baker, Robert Bridger, and Karen Evans.
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This book chapter by Del Siegle and D. Betsy McCoach discusses techniques that can be used to promote achievement in highly intelligent students. Underachievement issues and causes are listed and traits of achievers are explained. Teachers and parents can help children achieve by using the interventions listed in this chapter.
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This article by Sally Reis and D. Betsy McCoach reviews years of studies on underachievement among the gifted. It explores some of the problems of identifying these students. The authors also include suggestions for those interested in pursuing potentially promising new lines of research and inquiry in this area.
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This full text article by Lannie Kanevsky and Tacey Keighley describes some of the factors that cause gifted students to be bored and to become underachievers. Case studies are used as examples of what some of the issues are in underachievement cases. The author concludes by suggesting that the boredom gifted students experience may be qualitatively different from that experienced by their non-gifted peers, just as their learning and thinking are and calls for further examination.
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Jerald Grobman writes this report on a group of exceptionally gifted adolescents between the ages of 14 and 25 who were each treated in individual psychotherapy over the course of a number of years. They were referred for symptoms of anxiety, depression, self-destructive behavior, and underachievement. Each phase of their gifted development was accompanied by particular anxieties and conflicts. In adolescence they developed a powerful personal vision, a sense of destiny, and a charismatic personality. Their inability to resolve conflicts about ...
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