Summary of Current Research Findings about Underachievement

Sally M. Reis

First, it appears that underachievement often begins in elementary school, perhaps due to an unchallenging curriculum. There appears to be a relationship between inappropriate or too-easy content in elementary school and underachievement in middle or high school.

Second, underachievement appears to be periodic and episodic, occurring in some years and not others, and in some classes but not others. However, increasing episodes of underachievement may produce a more chronic pattern.

Third, parental issues interact with the behaviors of some underachievers, yet no clear pattern exists about the types of parental behaviors that may influence underachievement.

Fourth, peers can play a major role in keeping underachievement from occurring in their closest friends, making peer groups an important part of preventing and reversing underachievement.

Fifth, adolescents who are involved in clubs, extracurricular activities, sports, and religious activities tend to be effective learners in school.

Sixth, 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 be helpful for developing positive self-regulation strategies.

Seventh, a caring adult in school can help reverse the process of underachievement. This adult may be a counselor, a coach, or an academic teacher.

Eighth, some students may underachieve as a direct result of an inappropriate and unmotivating curriculum. Before we try to “fix” these students or punish them for their behavior, perhaps we need to try drastic curriculum changes. If the curriculum can’t be changed, we may want to reconsider our attitudes toward students who make conscious decisions not to put their best efforts into school work that fails to motivate, engage, or challenge them.

Finally, too few interventions have been tried to reverse underachievement, and some interventions do not match the reasons for underachievement and school personnel should consider implementing interventions for gifted students who are underachieving. These young people are too precious a resource to squander.