Contributing Factors in the Underachievement of Gifted Middle School Students

Abstract

This study investigates the educational experiences of 15 middle school underachievers. A review of the literature reveals underachievement is occurring due to a variety of factors comprising school and home settings. They include the school related factors of teacher and peer interactions, and classroom ecology. The factors, not solely attributable to the school setting, include family dynamics and self-esteem. Phenomenological research is presented, confirming the need to further question students, regarding the areas they have identified as having contributed to their underachievement. An investigation of underachievement from the students' perspectives, using case study methodology, clarifies the reasons children feel they underachieve. The students relate their educational experiences and highlight times of difficulties. The underachievers then discuss reasons they feel cause them to underachieve. Recommendations for teachers and educators arise from analysis of the case study data. These include recommendations from the students with regard to what they feel teachers could have done differently to prevent their underachievement. Recommendations have the possibility to influence the education of future teachers, current educators, and school students. They include: greater discussion with students regarding their education, matching student and teacher personalities where possible, teacher education, and flexible pacing.