Why are some gifted children willing to tackle new challenges whereas others seem insecure or uninterested? Why do some gifted students achieve while others become caught in a cycle of underachievement? Are there strategies teachers and parents can implement that promote an achievement-oriented attitude? The Underachieving Gifted Child: Recognizing, Understanding, and Reversing Underachievement answers these important questions. Although there are many factors that contribute to achievement, achievement-oriented students exhibit four key traits: they believe that they have the skills to perform well, they expect that they can succeed, they believe what they are doing is meaningful, and they set realistic expectations and implement strategies to successfully complete their goals. This book offers specific strategies to help increase student achievement by improving students' attitudes in these four important areas.

When Smart Kids Underachieve in School: Practical Solutions for Teachers takes a look at the 10 most common reasons why some smart, advanced, and gifted students do not reach their achievement potential. Reasons for underachievement range from social-emotional needs, lack of proper programming, not being challenged, and potential learning disabilities. Each chapter discusses a different cause and three practical strategies that can be used to overcome it. Useful for teachers, counselors, gifted coordinators, and administrators, this book is an easy-to-read, must-have resource for any educator looking to identify, understand, and reverse underachievement. Grades K-12

When gifted children lose motivation to learn at school or show any suboptimal performance corresponding to their competences, we call them underachievers. In this book, experts in gifted education from different countries share the newest research about this important topic. From the definitions to the practical solutions, the diverse information and guides within this book will help the readers to understand the situation of gifted children in regular education systems.

Contents: Introduction, Review of Literature, Methodology and Procedure, Statistical Analysis, Discussion and Interpretation, Conclusions and Suggestions.

With Doing Poorly on Purpose, veteran educator James R. Delisle dispels the negative associations and stereotypes connected to underachievement. By focusing on smart kids who get poor grades—not because they’re unable to do better in school but because they don’t want to—Delisle presents a snapshot of underachievement that may look far different from what you envision it to be. There is no such thing as a “classic underachiever.” Students (and their reasons for underachieving) are influenced by a wide range of factors, including self-image, self-concept, social-emotional relationships, and the amount of dignity teachers afford their students. Helping “smart” students achieve when they don’t want to is not an easy task, but you can reengage and inspire students using Delisle’s insights and practical advice on these topics: * Autonomy * Access * Advocacy * Alternatives * Aspirations * Approachable Educators Smart, underachieving students need the reassurance that they are capable, valuable, and worth listening to despite their low academic performance. If these students—who are otherwise academically capable—don’t feel they are getting respect from those in charge of their learning, then the desire to conform and achieve is minimized. In a word, they want dignity. Don’t we all?

Explores the importance of identifying these students and the necessity of nurturing these unique young individuals. Presents the challenges facing gifted African American students in schools and examines alternate ways of addressing these issues. Focuses on the social, cultural, familial, school, and psychological factors that work to undermine gifted black students' achievements, but if explored, could benefit them. Provides educators with promising approaches to aid in the prevention of underachievement and under-motivation.

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Grades 5–8