Supporting High-Ability Students

Understanding underachievement in high-ability students

Some high-ability students are at risk of underachieving. Research shows that up to 50% of high-ability students do not reach their full potential in education or work. Many factors can cause this. Teachers can play a key role in identifying students who might not show obvious signs of high ability.

Four broad types of underachievement are outlined below.

• Involuntary underachievers: these students want to do well but are overlooked due to language barriers or disabilities. Their underachievement might be worsened by a lack of suitable learning opportunities, due to disadvantage or geographical location and/or isolation.
• Classic underachievers: these students underperform in all areas of the school curriculum. Their underachievement often starts in the early years of secondary school, when they face pressure to choose between fitting in socially or achieving academically.
• Selective underachievers: these students put effort into subjects they like or are confident in. They may also work harder in classes where they like the teacher. In other subjects, they put in little effort.
• Underachievers who fly under the radar: these are the high-ability students who coast through school, only doing what is necessary to get by. They receive good grades but are not meeting their potential. Their lack of effort may go unnoticed because their work is still acceptable. They avoid academic risks, struggle to learn from failure, and subsequently may not build resilience.

Considering the whole child and their situation helps in understanding the causes of underachievement. Once the cause is identified, it is recommended that teachers work together with the student to help them succeed. This may include:

• increasing opportunities for independent practice
• providing opportunities for the student to demonstrate mastery
• the use of open tasks with a focus on problem-solving
• teaching through guided, structured inquiry
• providing emotional support to the student.