Underachievement and Gifted

Part 1
Understanding Underachievement

Prepared
by Julie

Underachievers are students who

exhibit a severe discrepancy
between expected achievement
(as measured by standardized
tests, assessments, etc.) and
actual achievement (as
measured by grades and teacher
evaluations).
(Reis and McCoach, 2000)

Understanding Underachievement

Why do we need to understand the causes

of gifted student underachievement?

Underachievement is not a diagnosis. It is

a symptom or sign that there is a problem
that results in underachievement.
(Siegle, 2013)

The wish to feel extremely intelligent is important

in motivating children to learn, but when selfexpectations feel impossibly high, children may
invent and discover many activities to avoid
learning for fear that they can't live up to those
expectations. These exercises in avoidance
temporarily protect them from feeling
inadequate but result in many problem
behaviors, adversely affect self-confidence, and
may, indeed, lead to underachievement.
(Rimm, 2008).

Factors Leading to Gifted Student Underachievement

School Factors
Excessive Absence
Boredom: Lack of
Acceleration
Opportunities
Curriculum
Mismatched to
Student's Needs
Clash Between
Instructional Style
and Learning Style
No Extracurricular
Involvement
Peer Group Issues
Unreasonable
Teacher Attitudes or
Expectations
Poor Academic
Environment

Family Factors

Personal Factors

Unclear Behavioral
Expectations
Disorganized Family
Environment
Lack of Parental Support
or Emotional Involvement
Parental Unpredictability;
Mixed Messages
Low Emphasis on
Education or Work
Differing Parenting Styles
between Mom and Dad
Excessive Independence
Given to the Children
Excessive Control
Retained by the Parents

Poor Mental Health

Emotional Disturbances
Behavioral
Disturbances
Behavioral
Disturbances
Poor Self-Concept
Perfectionism, or Fear
of Failure
Depression
External Locus of
Control
Learning Disability
(ADHD Most
Common)

(Pagnani, n.d.)

Understanding Gifted, ADHD, & Underachievement Research shows that

Gifted children with ADHD are more impaired than other

children with ADHD.
As a group ADHD children tend to lag 2 3 years behind
their peers in social and emotional maturity. This
applies to gifted students as well.
When placed with other high ability students without
ADHD those with ADHD may find advanced maturity of
their classmates a challenge and have difficulty. In
turn, peers without ADHD may have little patience for
the social and emotional immaturity.
(Neihart, 2003)

Underachievement and Gifted

Part 2
Underachievement Data in our
District

St. Johns County

Research on
Underachievement
with the High School
Gifted population
Initial data was obtained during
the
third quarter from those students
2013
- 2014

enrolled in the gifted program at Pedro Menendez High School, St.

Augustine High School and Creekside High School.
Seventy eight students were surveyed. At this time 32% were
exhibiting and self-identifying some level of underachieving
behaviors.

In order to help understand the reason for student underachievement

the following questions were asked;
1. Do you feel the material is relevant to you?
2. Do you feel the material is too difficult?
Student responses were recorded as:
Dissembling - having high value for the task but not confident in
their ability
Evading - having confident in their ability but have little value for
task
Rejecting having low perception of ability for success and see little

2013-2014 Data Results

Results from the 2013 2014 study show

student responses as;
12% with dissembling responses
10% with evading responses
<1% with rejecting responses.
* Additionally, students also identified
variables outside of relevance and perceived
ability that affected their success. Two
students cited documented family
challenges, three students cited
documented psychological challenges. It

St. Johns County Research on

Underachievement with the High
School Gifted population 2014 2015

Data was obtained during the third and fourth quarter from those
students enrolled in the gifted program at all high schools.
Collectively 106 of these students were experiencing
underachievement.
Boys more than girls are identified as having underachieving
behavior.
In order to help understand the reason for student
underachievement the following questions were asked;
1. Do you feel the material is relevant to you?
2. Do you feel the material is too difficult?
3. What things are getting in the way of your success?
Student responses were recorded as dissembling having high
value for the task but not confident in their ability, evading
having confident in their ability but have little value for task,
rejecting having low perception of ability for success and see

Reported High School Gifted Underachievement Data 2014 - 2015

1. Do you feel the material is relevant to you? 2. Do you feel the material is too difficult? 3. What things are
getting in the way of your success (achievement)?

Total Number
Total number of Dissembling Evading Rejecting - low
Total number of
Total
of students
Female
high value for the confident in
perception of
Other Factors affecting achievement - family
Male students
students identified as
students
task but not
their ability but ability for success
dynamics, dual exceptionalities, ADHD,
identified as
surveyed underachieving
identified as confident in their have little value and see little or no
psychological issues
underachieving
.
underachieving
ability
for task
relevance

School

Pedro Menendez

41

St. Augustine
High

58

13

73

Creekside High

66

44

3
2 Twice Exceptional and 1 Family challenges

6
2 have ADHD and 5 have challenges associated
with family life, 1 has both

Bartram Trail
High

3
1 family related issues, 1 mental health issues, 1
unexplained

Nease High

1
1 = family related issues

2
2 diagnosed mental health issues AND ADHD

Ponte Vedra
High

120

58

35

23

35

3 with processing issues, 2 with family related

issues, 1 with Touretts, 1 with anxiety, 1 ASD

Virtual

18

2
2 diagnosed mental health issues

Totals 420

106

65

41

38

27

16

Note: If Other Factor is noted it is the primary tally represented here if another is also noted it is not represented.

25

Due to the marked difference in data from Ponte Verde High School
it is important to remove this data as we look at trends we see from
all other high schools.

1. Do you feel the material is relevant to you? 2. Do you feel the material is too
difficult? 3. What things are getting in the way of your success (achievement)?

Total students
surveyed
School

Pedro Menendez

41

Rejecting - low
Dissembling Evading Total Number of Total number of Total number of
perception of Other Factors affecting achievement
high value for
confident in
students
Male students Female students
ability for
- family dynamics, dual
the task but not their ability but
identified as
identified as
identified as
success and see
exceptionalities, ADHD,
confident in
have little value
underachieving. underachieving underachieving
little or no
psychological issues
their ability
for task
relevance

St. Augustine High

58

13

Nease High

73

Creekside High

66

Bartram Trail High

44

Virtual

18

1
1 = family related
issues
3
1 family related
issues, 1 mental
health issues, 1
unexplained
3
2 Twice
Exceptional and 1
Family challenges
6
2 have ADHD and
5 have challenges
associated with
family life, 1 has
both
2
2 diagnosed
mental health
issues AND ADHD
2
2 diagnosed
mental health
issues

Comparison with Outlying Data

Results from the 2014 2015

study from ALL St. Johns
County High School student
responses as;

Results from the 2014 2015

study from all EXCEPT PVHS St.
Johns County High School
student responses as;

25% of gifted students

exhibiting underachieving
behaviors
36% with dissembling
responses
25% with evading
responses
15% with rejecting
responses.

16% of gifted students

exhibiting underachieving
behaviors
<1% with dissembling
responses
40% with evading
responses
19% with rejecting
responses.

24% identified other factors

35% identified other factors

14

Dissembling, evading, and rejecting behaviors are observable

markers for underachievement. While these markers can help us
to open a dialog with students and families we still need to identify
the cause to properly redirect underachieving behaviors. Data
from our other factors category and from student comments fro
the 2013 2014 study can provide guidance in decision making as
we move forward with programing and curriculum development for
our K 12 gifted students.
Physical and/or
Family related
Mental Health
Twice
Populations
challenges
related
Exceptional
challenges
Gifted Students
sampled from
ALL SJCSD High
Schools

10

13

Gifted Students
sampled from
all EXCEPT
8
7
2
PVHS SJCSD
High
Schools
Reported
Baker Acts for HS Gifted Students as of 5/21 for 2014
-2015
PVHS 0
Nease 1
CHS 1
BT 0 SAHS 2

Comparing last years data to this years data.

1. Do you feel the material is relevant to you? 2. Do you feel the material is
too difficult? 3. What things are getting in the way of your success
(achievement)?

Total
number of
Male
students
identified
as
underachi
eving

Total
Number of
Total
students
students identified
surveyed
as
underachi
eving.
School

Pedro Menendez

41

Rejecting Total
Dissemblin
Evading low
number of g - high
confident perception
Female
value for
Other Factors affecting achievement
in their
of ability
students the task
- family dynamics, dual
ability but
for
identified
but not
exceptionalities, ADHD, psychological
have little success
as
confident
issues
value for and see
underachi in their
task
little or no
eving
ability
relevance

St. Augustine High

58

13

1 = family related issues

66

165

27

6
2 have ADHD and 5 have challenges associated
with family life, 1 has both

Totals

3
1 family related issues, 1 mental health issues,
1 unexplained

Creekside High

15

12

10

10

Note: If Other Factor is noted it is the primary tally represented here if another is also noted it is not represented.

*Note: 2 of the students surveyed in 2013-2014 were reported in 2014 2015 data collected from St. Johns Virtual Sc

Results from the 2013 2014

study from PMHS, SAHS, and
CHS show student responses
as;

Results from the 2014 2015

study from PMHS, SAHS, and
CHS show student responses
as;

32% of gifted students

exhibiting underachieving
behaviors
12% with dissembling
responses
10% with evading
responses
<1% with rejecting
responses.

16% of gifted student

exhibiting underachieving
behaviors
<1% with dissembling
responses
37% with evading
responses
22% with rejecting
responses.

Two students cited

documented family
challenges, three students
cited documented
psychological challenges. It
is important to note that
two of those with

37% identified other

causes; family challenges,
physical and mental health
challenges, etc.
Note: Data was collected by
different evaluators from year to
year.

Recommendations:
Uncover the reason for the underachievement! Provide all teachers
who teach gifted students with appropriate training to recognize and
mitigate underachievement.
Provide students with challenging curriculum, enrichment, and
acceleration through topics using learning models such as project
based learning, creative problem solving, independent study in
elementary and continuing throughout high school.
Praise students often and early for EFFORT more than their results.
Creating a strong work ethic tied with their interests can support the
intrinsic motivation to dig deeper when faced with less challenging
material.
Use student-led conferencing throughout middle and high school.
Student-led conferencing asks students to produce two pieces of work
they are proud of and one that they struggled with. Then, in
conferencing discussion hones in on the students self-observations,
what the student may want to change in future work, and what new
interests could be built upon previous work/ideas.
Partner with the students teachers to create motivating work products
that may re-engage the student.
Partner with the family to contract needed behaviors for success.
Rewrite the EP to reflect the needs of the student to mitigate
underachievement.
Implement the strategies and recommendations included in this

Underachievement and Gifted

Part 3
How can we help?

Gifted underachievement along with

successful reversal approaches are complex
and multilayered.
(Pagnani, n.d.)

STRATEGIES
There is no magic wand or band aide to address
underachievement but a continuum of strategies and
services is necessary to systematically address this
problem. Interventions must match the problems
or reasons that led to student underachievement
in the first place.
(Pagnani, n.d.)

The right tools for the job!

3 Traits with Negative Implications

for Underachievers

Perfectionism
Organizational Challenges
Self-Regulation
Challenges
(Siegle, 2013)

Perfectionism Strategies
Independent Homework
Teaching Concentration
Goal-Directed Tutoring
Multiple Methods for Giving Instructions
Building Resilience
Teaching Organizational Strategies
Reversing Early Childhood Dominance
Avoiding Confrontations
Building Task Value
Teaching Healthy Competition
Teaching to the Emotional Needs of Students
Organizational Skills
Encouraging Activities with Intrinsic Interest
Coping With Emotional Ups and Downs
Anti-Arguing Instructions
Giving Them Power and an Audience
Avoiding Student Manipulations
Changing Academic Grouping
Helping Students Find Balance
Appealing to Altruism

(Rimm, 2008)

Perfectionism Strategies
The woods would be very silent if no birds sang except those who sang best.
Henry van Dyke

A 4 step process
1. Student and counselor work to understand their
motivational forces behind being a perfectionist.
2. Encouragement should be meaningful, authentic, and
involves personal qualities. Focus is away from
performance.
3. Self-reflection phase what do mistakes mean to the
student? how do they perceive others view them?
4. Evaluation phase What do mistakes mean, what
peoples expectations are, why is being less than perfect
frightening?

(Siegle, 2013

Perfectionism Strategies
Break larger tasks into smaller ones.
Alleviate anxiety using creative visualization. Help students
visualize the task to be completed before it actually takes place,
ex. A visual walk through prior to a test (use setting, actions,
sensory information, etc.)
Creative outlets: noncompetitive activities to relax such as
running, painting, dancing, etc.
Bibliotherapy
Cinema therapy
The ability to view mistakes as part of the process in learning
allows students to take risks and tackle challenges.

(Siegle, 2013

Organizational Strategies

Organizational skills can be said to share a cyclical

relationship with self-efficacy and motivation; students
are disorganized and lack study skills, so they believe
that they cannot successfully accomplish their
assigned tasks, so they lose any motivation to make
the attempt. The loss of motivation, in turn, leaves
their skills flat and causes the cycle to begin anew.
(Pagnani, n.d.)

Organizational Strategies
Discussion of how organization effects production
Develop organizational daily routines
Daily planner check
Regular note book/binder checks
Support discussions, encouragement
Quiet study area with adult supervision
Daily routine with adequate study time
Self reflection of organizational skills
Color-coded envelopes, files, and pocket folders are
perfect for storing specific papers.
Colored index cards are a great tool for notes
(Pagnani, n.d.)

Organizational Strategies
Allow enough time during transitions to record assignments, put
materials away, etc.
Marking assignments as they are finished to give one a sense of
accomplishment
Placing materials that need to go to school or home in a specific area
near the door
Have an organized work place with adequate supplies
Set a good example as an adult by having good organizational skills
Backwards planning for assignments using the Planner
Weekly clean out backpack and double check binders are organized
(Pagnani, n.d.)

Organizational Skills
Self Reflection
1. Do I have the supplies I need for school? Books, Planner, Notebooks,
Homework, Pencils, Pens, Lunch?
2. Do I keep my notebooks and materials organized so that I can find what I
need easily?
3. Do I use my planner to schedule study times and activities?
4. Do I write my assignments in a planner for every class, every day?
5. Do I have an organized plan for the order I do my assignments? What do I
do first?
6. Do I complete and turn in my assignments on time?
7. Do I keep track of my grades on a weekly basis?
8. Do I keep and follow a written plan to complete long-term assignments?
(Pagnani, n.d.)

Self-regulation
1. Self-regulation of behavior, such as their time, their
study environment (for example, the place in which they
study), and their use of others such as peers and
faculty members for help.
2. Self-regulation of motivation and affect involves
controlling and changing motivational beliefs such as
self-efficacy and goal orientation. In addition, students
can learn how to control their emotions and affect (such
as anxiety) in ways that improve their learning.
3. Self-regulation of cognition involves the control of
various cognitive strategies for learning, such as the
use of deep processing strategies that result in better
learning and performance.
(Reis, 2000)

Self Regulation Continued

The development of good self-regulation usually
involves the systematic use of the following:
self-observation (monitoring and recording
ones own performance)
self-judgment (comparing performance with
a standard or goal)
self-reaction (personal processes such as
goal-setting and metacognitive planning, selfadministered praise or criticism, rehearsing,
memorizing, structuring the environment or
task, and asking for help)
(Reis, 2000)

Self Regulation Strategy Continued

Guide learners' self-beliefs, goal setting, and expectations

help students frame new information or feedback in a positive rather than a
negative manner (e.g. "keeping track of your homework assignments will
help you manage this course successfully," rather than "if you don't keep
track you will fail.")
provide specific cues for using self-regulatory strategies
Promote reflective dialogue
teacher modeling of reflective practices (think aloud)
student practice with reflective dialogue
group discussions to think through problems/cases (collaborative learning)
Provide corrective feedback
performance standards must be clear and perceived as attainable
phrase feedback (positive or negative) as a statement about the task of
learning, not about the learner
(Reis, 2000)

Self Regulation Strategy Continued

Help learners make connections between abstract
concepts
- use case-based instructions or examples that students
come up with themselves
- use hands-on learning activities
- help students learn to separate relevant from irrelevant
information (i.e., help them know where and how to focus
their attention; guide their reference standards)
Help learners link new experiences to prior learning
- use experiential learning activities
- focus on application of knowledge in broader contexts
- integrate real-life examples with classroom information
(Reis, 2000)

Self Regulation Cyclical Phases

The first phase precedes the actual performance
and sets the stage for action. Realistic
expectations can make the task more appealing.
Goals must be set as specific outcomes, arranged
in order from short to long term.
When will I start?
Where will I do the work?
How will I get started?
What conditions will help or hinder my
learning activities?
(Reis, 2000)

Self Regulation Continued: Cyclical Phases

The second phase of self-regulated learning involves
processes during learning and the active attempt to utilize
specific strategies to become more successful.
Am I accomplishing what I hoped to do?
Am I being distracted?
Is this taking more time than I thought?
Under what conditions do I accomplish the most?
What questions can I ask while I am working?
How can I encourage myself to keep working
(including self-talk, get your work done so you can
watch that television show or read your magazine!)
(Reis, 2000)

Self Regulation Continued: Cyclical Phases

The final phase of self-regulated learning

involves self-reflection after the performance.
Did I accomplish what I planned to do?
Was I distracted and how did I get back
to work?
Did I plan enough time or did I need
more time than I thought?
Under what conditions did I accomplish
the most work?
(Reis, 2000)

ALLIANCE

(Rimm, 2008)

Ally with the student privately about interests and concerns.

Listen to what the student says.
Learn about what the student is thinking.
Initiate opportunities for recognition of the students strengths.
Add experimental ideas for engaging curricular and extracurricular
activities.

Nurture relationships with appropriate adult and peer role models.

Consequence reasonably but firmly if student doesnt meet commitments
Emphasize effort, independence, realistic expectations, how strengths can
be used to cope with problems and extend possibilities patiently.

Achievement Contract
1. Meet independently with the students, develop a rapport, and use
open discussion to identify the root needs behind the pattern of
underachievement. Trusting relationships take time to build, and this
may progress slowly.
2. Reassure the student that with help and determination, their situation
can be improved. When they agree to consider an Achievement
Plan, proceed.
3. Consult with guidance counselors, teachers, school counselors,
and/or gifted coordinators to discuss the root causes and develop
response strategies.
4. Draft a plan of services (Achievement Plan) that carefully and
deliberately matches educational services to demonstrated student
needs. (See Handout)
(Pagnani,

Achievement Contract Cont.

5. Meet with the students parents to discuss the proposal. Avoid placing
blame in this discussion, and make clear that the school hopes to work
with them to correct this problem. Ask the parents for help in reinforcing
academic messages at home.
6. Sign the Achievement Contract along with the student, agreeing to
provide desired opportunities (i.e. independent study, mentoring, etc) in
exchange for student participation in the less pleasant components (i.e.
counseling, study skills training, homework signature sheets).
7. Continue to hold the student accountable for their contract. Maintain
high expectations, and hold regular progress meetings with the student.
8. Reevaluate the program often, making modifications as necessary.
(Pagnani,

Independent Project
Create a contract with the student with clear
expectations, assessment tool, guidelines and due
dates for each step of the project.
Creating mini assessments for each step of the
project.
Offer the student time to research an agreed upon
topic of their choosing and create a real-world project.
Meet regularly with the student to monitor and guide
pacing.
(Pagnani, n.d.)

A Few Facts
The beginnings of underachievement often
occur in elementary school as a direct result
of an inappropriate, unchallenging, and/or
unmotivating curriculum.
Parental issues may interact with the
behaviors of some underachievers.
Positive peer groups can play a major role in
keeping underachievement from occurring in
their closest friends.

A Few More Facts

Busier adolescents who are involved in clubs,
extracurricular activities, sports, and religious activities
are less likely to underachieve in school.
Interventions must match the problems or reasons that
led to student underachievement in the first place.
Underachievement appears to be periodic and
episodic. It may occur in some years and/or some
classes, but not others. Eventually it increases and can
result in a more chronic pattern for many students.
(Reis & Greene, n.d.).

References
Gentry, M., & Gable, R. K. (2001). From the student perspective - my class activities: an
instrument for use in research and evaluation. Journal for the Education of the Gifted, 24(4),
322 - 343. Retrieved from http://geri.education.purdue.edu/PDF Files/GENTRY/2001.Gentry
Gable.Students Perspective.pdf
Neihart, M. (2003). Gifted children with attention deficit hyperactivity disorder (adhd). Gifted
Education Digests, Retrieved from http://www.gifted.uconn.edu/siegle/tag/Digests/e649.html
Pagnani, A. R. (n.d.). Gifted underachievement: root causes and reversal strategies.
Manuscript submitted for publication, The University of Georgia,. Retrieved from
http://www.giftedstudy.org/newsletter/pdf/underachievement_handbook.pdf
Reis, S. M. & Greene, M. J. (n.d.). Using self-regulated learning to reverse underachievement
in talented students. Neag Center for Gifted Education and Talent Development, Retrieved
from http://www.gifted.uconn.edu/general/faculty/reis/SelfRegulated_Learning_Reverse_Underachievement.html
Reis, S., & McCoach, D. B. (2000). The underachievement of gifted students: what do we
know and where do we go?. National Association for Gifted Children, 44(3), 152 - 170.
Retrieved from http://www.davidsongifted.org/db/Articles_id_10094.aspx
Rimm, S. (2008). Bright kids, poor grades: And what you can do about it. Scottsdale, AR:
Great Potential Press.
Siegle, D. (2013). The underachieving gifted child. (pp. 7 - 58). Waco, TX: Prufrock Press Inc.