A strong relationship between perfectionism and underachievement has been shown in the literature. Five characteristics of perfectionist students and teachers contribute to underachievement: procrastination, fear of failure, the all-or-nothing mindset, paralyzed perfectionism, and workaholism. (JDD)

Suggestions for motivating gifted underachieving secondary students include independent study projects for credit, science fair projects, curriculum compacting, the use of adult mentors, and other approaches which emphasize building on student interests. (DB)

A theory is presented explaining some gifted students' tendency to underachieve after showing promise in younger years. It is argued that reductions from originally high levels of empowerment and support from parents may cause reduced academic effort and performance. Guidelines for avoiding this pitfall while empowering children are offered. (PB)

The stresses of underachieving gifted children and the reasons for those stresses are examined. These stresses include pressure to be brilliant, creative, popular, and good. Recommendations for dealing with underachievement syndrome are provided, and brief case studies of underachieving gifted children are cited. (JDD)

One university's Honors program approach to career counseling is discussed. Effects of conflict between students' lifelong dreams and their aptitudes and academic achievements is discussed with its corresponding depression, disorientation, and frequent withdrawal from school. A policy of realistic but sympathetic early assessment and consideration…

The Las Cruces (New Mexico) Public Schools' Advanced Education Program offers gifted students a means of accelerating through the curriculum. The pilot program features a district advisory committee, facilitators, course credit, transportation to other schools, and a caseload approach. Activities are designed around four goals: flexibility;…

This reprinted 1985 article with a 1988 update discusses the identification of underachievement, especially in gifted children. It describes the Achievement Identification Measure, a parent report that measures certain underachievement characteristics including the ability to cope with competition, responsibility, self-control, positive…

Academic competitions are discussed as a means of motivating underachieving gifted students. Particularly recommended is the U.S. Academic Decathlon which forms teams based on grade point averages. Two case studies illustrate the program's value. The paper also considers the program's benefits for high achieving students and the role of team…

A mentoring program for both gifted and nongifted low- or under-achieving students in grades three-six was developed to improve students' academic standing and self-esteem. Mentors and mentees discuss difficulties with school or social relationships, become involved in special projects, etc. The program has also improved bonds among faculty…

Acceleration may be an effective intervention in some cases of underachievement by gifted students. Lack of challenge is the primary indicator for consideration of accelerative options. Acceleration is not appropriate for all gifted students, and an adjustment period is common in successful acceleration. Brief case studies illustrate acceleration…

The article describes programs serving previously unsuccessful students (grades K-8) who are gifted and/or learning disabled at the ASSETS School in Hawaii. Briefly covered are the ASSETS program/service components in the behavioral and social emotional areas, assessment, documentation, program evaluation, parent input/education; curriculum,…

The TRIFOCAL Model for curing underachievement syndrome is presented and is related to the Future Problem Solving (FPS) program, specifically the steps that involve changing expectations, role model identification, and changing reinforcements at school. A case study is presented of an underachieving sixth grade student who became actively engaged…

This article on gifted children who have dyslexia or are at risk for school failure focuses on (1) effective individual and group discussion and counseling formats for school settings; and (2) the integration of all services into individualized programs for these children. (DB)

Curing the problem of underachievement requires a sizeable investment of time and effort and depends heavily on sufficient family and teacher awareness of their respective roles as well as the role of peers to plan for prevention and early intervention. (MSE)

Gifted students sometimes camouflage themselves behind a facade of underachievement. Causes of underachievement include: (1) social and emotional conflict due to societal misconceptions, expectations, and stereotypes; low self-concept; and family instability; (2) a stifling or inhibiting academic environment; and (3) physiological and neurological…