Able Underachievers


Some able pupils may underachieve deliberately for a variety of reasons.  Some may exhibit
disruptive behaviour.  Others may lack confidence socially, emotionally or in their own ability.
Some possible indicators of underachievement:


v  day dreaming;

v  boredom and restlessness, but flashes of brilliance when interested;

v  high quality oral work but poor quality written work;

v  poor performance in tests;

v  deterioration in standard of work over time;

v  dislike of routine work/unfinished routine work;

v  deliberate underachievement;

v  aspirations low compared to ability;

v  disruptive behaviour;

v  hostility;

v  preferring to mix with older pupils or adults;

v  low self-esteem;

v  overly self-critical;

v  critical of others; and

v  uncooperative in group work.


What can schools do to help reduce underachievement?


v  Recognise that pupils have different learning styles and ensure that planning allows for this.


v  Increase challenge in work.


v  Give more opportunities for pupils to demonstrate their learning.


v  Encourage, and talk to, parents who may not understand/support their able child at home.


v  Encourage a positive culture of achievement among pupils/teachers within school.


v  Recognise that for some able pupils peer pressure, fear of teasing or bullying as well as
self-consciousness about their ability, may affect their performance and they will require a
sensitive but positive approach.


v  Use a range of identification strategies within school.


v  Be open to recognise unusual abilities.


v  Recognise that non-conformity may not necessarily be equated with disruptive behaviour.  In some
instances it may indicate a divergent or creative thinker.