Gifted Underachievement A gifted student is defined as a person who has exceptionally high abilities in one or several areas, including

specific academic subjects, overall intellect, leadership, creativity, or the arts (Hutchinson, 2014). Conversely, underachievement is defined and a discrepancy between potential (or ability) and performance (or achievement) Reis and McCoach (2000). An area of research that has proved to be an enigma is gifted underachievers. There is no research to suggest that gifted students should achieve well academically or that ability and academic achievement are correlated (Thorndike, 1963). Pirozzo (1982) found that about half of gifted children who score in the top 5% of intellectual ability on individualized IQ tests do not demonstrate comparable school achievement. Compounding factors such as the inconsistent way in which research defines the concept, the variable characteristics of gifted underachievers and the multitude of factors that may lead to gifted underachievement has resulted in a need to fully investigate and understand the reasons why a gifted student may be underachieving before intervention strategies can be put into place. Common Characteristics of Gifted Students Reis and Renzulli (2010) describe the cognitive characteristics of gifted children as an interaction among the characteristics of: i. Above average cognitive abilities ii. High levels of task commitment iii. High levels of creativity In terms of their behavioural characteristics, often, they may be more cognitively advanced than emotionally (Rinn et al., 2010). Characteristics of gifted underachievers Research separates gifted underachievers into three different categories: anxious, rebellious or complacent/coasting. Many of these student may exhibit an elitist attitude and lack the confidence to overcome apprehension, self-doubt etc. (Center for Applied Motivation, 2010). While research is torn on the specific characteristics of gifted underachievers, interestingly, a few studies have found that they share more similar characteristics with other under achieving students in general than they do achieving gifted students Reis and McCoach (2000) Possible Reasons for Underachievers: Giftedness is measured using an IQ test. Since no test is 100% accurate and the results are affected by sampling errors, student mood and health, its possible that a childs score on the day of testing could be higher or lower given the test on a different occasion (Reis and McCoach, 2000).

 Environmental factors such as depression or other emotional or drug related problems could have an impact on their academic achievement. A student's family, school, community or peer environment may also influence his academic achievement. o High achieving students tend to come from families where parents places a higher emphasis on academic performance (Brown et al, 1993) o Underachieving students often associated with peer groups that place less value on academic achievement (Clasen & Clasen, 1995) Students may choose to spend their time in self-actualizing activities rather than specific classwork. This raises the question as to whether or not this demonstrates underachievement or a personal decision representing a wise use of time? Dropping out with Dignity students may choose to not complete work that they feel is below their intellectual level. Boredom with the curriculum may be represented in a difficult time trying to motivate a student (Reis and McCoach, 2000). Intervention Strategies Intervention techniques fall into two categories, counseling and instructional. Counseling approaches focus on the family dynamic and attempt to counsel gifted underachievers into deciding if success is a desirable goal (Jeon, 1990). While these sessions have not proven to be particularly effective they may involve: Counseling Strategies: Implementing reward systems Encouraging parents to speak positively about education, show an interest in their childs schoolwork and praise accomplishments Helping students to recognize their abilities and interests Clarifying the students personal value system and goals Encourage pursuing studies to meet the students needs Instructional Strategies include: A part-time or full-time special classroom where there are fewer students, less conventional teaching/learning activities, some choice and freedom in exercising control over their environment (Whitmore, 1980) Participation in extra-curricular activities (Emerik, 1992) Flexible student centered enrichment that involves: an ability to pursue topics that interest them, positive relationship with their teacher the use of selfregulation strategies as well as time to interact with an appropriate peer group. Set up tasks to meet intellectual ability but allow for trial and error as a learning experience.

 Hutchinson, (2014) also lists a variety of general strategies for gifted students such as, enabling students to purse their own interests, tiered assessments, introducing technology (eg. spreadsheets), assigning self directed research, multi-cultural literature units, curriculum compacting, continuous progress, access to a mentor and advanced placement. Its clear that each individual gifted underachieving student will present with his or her own set of characteristics. As educators, it is important that we treat these students as we would any student with an learning exceptionality by differentiating our instruction, using progress monitoring, communicating with all stakeholders (i.e. the student, parents, learning strategist, health care professionals etc.) and do our best to discern the reason(s) behind the students inability to meet with the curriculum standards. References: Brown, B.B., Mounts, N., Lamborn, S.D. & Steinberg, L. (1993) Parenting practices and peer group affiliation in adolescence. Child Development, 64, 467-482. Center for Applied Motivation. (2010). Gifted and Talented Underachievers. Accessed Oct. 31st from http://www.appliedmotivation.com/gifted_and_talented_underachieve.htm Clasen, D. R. & Clasen, R. E (1985). Underachievement of highly able students and the peer society. Gifted and Talented International, 10(2), 67-75. Emerik, l. J., (1992). Academic underachievement among the gifted: Student perceptions of factors that reverse the pattern. Gifted Child Quarterly, 36, 140 146. Hutchinson, N. (2014). Inclusion of Exceptional Learners in Canadian Schools: A practical handbook for teachers. Toronto, Ontario, Canada: Pearson . Jeon, K. (1990) Counseling and guidance for gifted underachievers. Paper presented at = the First Southeast Asian Regional Conference on Giftedness. Manila, Philippines. (ERIC Document Delivery Service ED328051) Pirozzo, R. (1982) Gifted underachievers. Roeper Review, 4, 18-21 Reis and McCoach (2000). The Underachievement of Gifted Students: What Do We Know and Where Do We Go?. Gifted Child Quarterly. 44(3) 152-170.

Reis, S.M. and Renzulli, J.S. (2010). Is there still a need for gifted education? An examination of current research. Learning and Individual Differences. 20(4), 308 317. Rinn A.N., Mendaglio, S. Rudasill, K.M. & McQueen, K.S., (2010). Examining the relationship between the overexcitabilities and self-concepts of gifted adolescents via multivariate cluster analysis. Gifted Child Quarterly. 54(1), 13-17. Thorndike, R. L (1963) The concepts of over and underachievement. New York: Teacher College Press. Whitmore, J. R., (1980) Giftedness, conflict, and underachievement. Boston: Allyn and Bacon.