Gifted Underachievement

What Families Need to Know and

Strategies to Support Your Child

Emmaly Perks, M.Ed.

Gifted Education Consultant and Career Coach

Beyond Gifted Services

Today’s Objectives:

1

Define giftedness & underachievement

2

Risk signs and data on underachievement

3

Root causes why gifted kids underachieve

4

5

Support strategies for caregivers

6

Working with schools

Resources & Q & A

How to know why YOUR child is underachieving

7

What the Data Says

What do we know about underachievement?

Defining Giftedness & Underachievement

Giftedness

• High ability or potential in one or more domains (leadership, creativity, specific academic, intellectual, talent aptitude)

• Not just IQ—includes creativity, socioemotional differences, intensity, task commitment, motivation, divergent thinking, pattern recognition, curiosity, etc.

Underachievement

• A discrepancy between ability and expected performance

• Not reaching levels of achievement theoretically possible given existing tested ability

• Persists over time; not a single bad grade

Reis & McCoach (2000).; Delisle (2018). Perks, (2025).

• Not a motivation problem; a dignity problem

•Neurobiological and developmental difference

Underachievement: What Do We Know?

9–50%

of identified gifted students underachieve

2–3x

more common in middle & high school

Boys

identified more often, but girls underachieve more in math

Reis & McCoach (2000); Siegle & McCoach (2018); Raoof et al., (2024).

5-25%

of gifted students drop out of school

General Signs of Underachievement

• High ability on normed tests but low grades or missing work
• Disengagement, boredom, or avoidance of schoolwork
• Inconsistent performance
• Perfectionism that leads to procrastination or refusal to try
• Social withdrawal or behavioral issues at school
• Loss of enthusiasm for learning over time
• Says, "School is boring" or, "I don't care about school"
• School truancy, refusal, or drop-out

Rimm, S. (2008).

Common Risk Signs by Stage

Elementary (ECE–5)

• Finishes work quickly, then disrupts class�• Resists repetitive practice�• Complaints of boredom�• Selective effort; only engages when interested�• Early signs of perfectionism

• School anxiety (complaints are often physical, like stomach aches)

Middle School (6–8)

• Grades suddenly drop�• Social concerns override academics�• Disorganization, failing to complete or turn in work�• Avoidance of challenge�• "I don't care" attitude

• Intentionally downplaying ability in order to fit in

• Increasing isolation or distraction (video games, social media)

High School (9–12)

• Course avoidance or underloading due to fear of failure�• Chronic missing assignments�• Withdrawal from activities�• Identity struggles around not meeting potential

• Refuses to discuss college/career options�• Anxiety, depression, self-harm

• Drug use, delinquency

Raoof, K., Shokri, O., Fathabadi, J., & Panaghi, L. (2024).

Critical period of onset

Underachiever or Selective Consumer?

Underachiever

Selective Consumer

Framed as a student problem

Framed as a curriculum & relevance problem

vs

Perceived as lazy or unmotivated

Choosing not to engage with work that lacks purpose

vs

Deficient in effort or ability

Exercising judgment about what is worth doing

vs

Behavior seems random or stubborn

Behavior is consistent with what is interesting or challenging

vs

Label implies a fixed characteristic

Label implies a rational, contextual response

vs

Adults ask: 'What is wrong with you?'

Adults ask: 'What would make this worth your effort?'

vs

Solution: compliance and consequences

Solution: relevance, relationship, and challenge

vs

Delisle, J. R. (2018).

Underachievement Myths vs. Facts

"Gifted kids will be fine on their own."

"They're just lazy."

"If they’re so smart, they should be getting A's."

"Just make them try harder.”

Research shows gifted children need support, challenge, and guidance like all learners.

"They just need more worksheets, skills practice, or to be held back a grade.

Root Causes

Why do gifted children underachieve?

Internal or External Factors?

Internal/Person-Based

External

Raoof, K., Shokri, O., Fathabadi, J., & Panaghi, L. (2024).

• Motivational: Self-efficacy, goal valuation, self-regulation, mindset, beliefs, self-esteem, metacognitive strategies

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• Socio-emotional: mental health, emotion regulation, coping skills, perfectionism, resilience, asynchronous development, self-regulation

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• Demographic: Gender, age, race, ethnicity

• Environment: Attitude towards teacher and school, school fit

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• Family: Parent involvement, support, expectations, warmth

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• Peers: Peer pressure, relationships, friendships, support

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• Socio-economic and cultural: Socio-economic status, nutrition, health, adolescent employment, cultural values, opportunity costs

The Achievement Orientation Model

"I can do this"

"This matters to me"

"My environment supports me"

Siegle, D., McCoach, D. B., & Roberts, A. (2017).

Motivation

Fixed Mindset vs Growth Mindset

Fixed:

• "I'm smart" is core identity
• Avoids challenges that risk failure
• Effort seen as sign of low ability
• Reduces resilience and willingness to attempt difficult tasks

Dweck, C. S. (2006); Raoof, K., Shokri, O., Fathabadi, J., & Panaghi, L. (2024)

Growth:

• Intelligence can be developed
• Challenge is opportunity to grow
• Effort leads to mastery

Social-Emotional Factors

Asynchronous Development

Intellectual ability may be years ahead of emotional or social maturity.

Perfectionism

• Adaptive: high but realistic standards with flexibility
• Maladaptive: all-or-nothing, performance tied to self-worth

Sensitivity & Intensity

• Overexcitabilities: intense emotional reactions
• Justice sensitivity
• Existential concerns
• Higher sensitivity to environment (e.g., divorce, school change)

Neihart, M. (1999); Silverman, L. K. (1997); Raoof et al., (2024); Delisle, J. R. (2018); Speirs Neumeister, K. L. (2004); Adelson, J. L. (2007)

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;

Self-regulation

Difficulty with tasks that require persistence because they haven’t experienced sufficient challenge

Twice-Exceptionalism

• High ability can mask struggles; struggles can mask giftedness
• Difficulties with time management, organization, and sustained effort
• Executive function challenges may go unnoticed until work demands increase (often in middle school)
• Twice-exceptionalism can look like underachievement if not supported!

Baum, S., Schader, R. & Owen, S. (2017).; Reis, S. M., Baum, S. M. & Burke, E. (2014).

Twice-exceptional (2e) = gifted plus a disability or learning difference (e.g., ADHD, autism, dyslexia)

Environmental

• Curriculum too easy; no need to work, so motivation atrophies
• Repetitive practice of already-mastered skills
• Lack of intellectual peers in the classroom
• Teaching style mismatched with learning style (gifted learners benefit from gifted teachers)
• Absence of meaningful challenge deprives students of ability to develop self-regulation
• Student may be labeled as "lazy" or a “problem”
• Negative attitudes toward teachers and school strongly associated with underachievement

​

Reis, S. M. & McCoach, D. B. (2000); Siegle, D. & McCoach, D. B. (2018); Raoof et al., (2024); Delisle, J. R. (2018).

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Family

• Over-emphasis on grades can shift focus from learning to performance
• Excessive praise for being "smart" reinforces fixed mindset
• Pressure to achieve can trigger anxiety and avoidance
• Comparisons with siblings or peers undermine intrinsic motivation
• Inconsistent expectations or over-involvement in homework can undermine self-efficacy
• Parent's own perfectionism can model maladaptive patterns
• Inconsistent parenting (too strict or too lenient) associated with underachievement

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Rimm, S. (2008).; Raoof et al., (2024); Delisle, J. R. (2018).

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Cultural, Social, and Peer Dynamics

• Cultural stigma around giftedness can cause students to downplay abilities or hyper-achieve
• Cultural stereotypes about giftedness create additional barriers to identification and support
• Gifted children may hide abilities to fit in with peers; desire for social belonging can override academic motivation, especially in adolescence
• Performance-oriented students may avoid challenge to protect self-image and self-esteem
• “Bottom of the Top” effect: gifted students may compare themselves to other advanced students and feel they come up short

​

Rimm, S. (2008).; Raoof et al., (2024); Delisle, J. R. (2018).

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Underachievement and YOUR Child

• Speak with your child: Observe what they say and believe about school, learning, and achievement

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• Notice patterns: When does your child perform well? What barriers do you notice? Document these.

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• Analyze educational environment: Work with your child’s teacher to examine test scores, school performance, and classroom behavior to make classroom modifications.

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• Evaluate social and emotional needs: Look for signs of low self-efficacy, fear of failure, perfectionism, or anxiety. Engage a mental health professional if needed.

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• Identify hidden disabilities: Rule out learning disabilities that may mask high potential.

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• Assess peer influence and cultural factors: Is your child lowering performance to gain social acceptance? What does your community believe about giftedness and achievement?

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• Assess family factors: Have there been recent changes at home? Increased stress? What messages about giftedness or achievement are you subtly sending to your child?

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Support Strategies

for Caregivers

Evidence-based approaches

Creating a Supportive Home Environment

• Underachieving students need adults who care; relationship key
• Focus on strengths and capitalizing on good performance
• Separate your child's worth from their academic performance
• Create space for productive struggle; resist the urge to rescue
• Maintain high expectations while offering unconditional support
• Provide intellectual stimulation: books, museums, projects
• Establish consistent routines without micromanaging
• Listen to your child's frustrations without immediately problem-solving; gifted learners need supportive ears not platitudes
• Model mistakes at home and praise high-quality effort, not results

Rimm, S. (2008). | Reis & McCoach (2000).

Fostering Intrinsic Motivation

• Focus on effort, process, and strategy—not just outcomes
• Connect schoolwork to child's genuine interests and passions
• Allow autonomy and choice in learning whenever possible
• Encourage curiosity-driven exploration outside of school
• Avoid extrinsic rewards for academic performance (sticker charts, money for grades)
• Model your own love of learning and intellectual curiosity
• Help your child find intellectual peers

Gottfried, A. E., Fleming, J. S. & Gottfried, A. W. (2005).; Perks (2025).

Building Self-Regulation Skills

Executive Function Skills

• Teach planners, checklists, and breaking large projects into steps.

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• Develop systems to reduce mental load.

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• Start early before the work demands it.

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Metacognitive Strategies

• Help your child reflect on how they learn best.

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• Encourage self-monitoring: "How did that study approach work?" "What would you do differently?"

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• Reflect on growth over time with portfolios and videos.

Emotional Regulation

• Teach coping strategies.

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• Normalize struggle as part of learning.

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• Help them tolerate discomfort without avoidance by engaging them in gentle exposures.

Reis, S. M. & McCoach, D. B. (2000).; Siegle, D. & McCoach, D. B. (2005).

Advocating at School

• Consider magnet schools and specialized programming if eligible
• Request if curriculum compacting possible
• Ask about subject-level acceleration (moving up in one subject)
• Explore enrichment programs, independent studies, concurrent enrollment, or mentorships
• Ensure ALP addresses underachievement, not just enrichment
• Collaborate with teachers to set meaningful, challenging goals
• Document your child's needs and progress in writing

Rogers, K. B. (2007).

Working with Schools: Advocacy Tips

Be a Partner, Not an Adversary

• Approach teachers and schools as allies.
• Document and share what you see at home.
• Ask questions before making demands.
• Use "I notice" language: "I notice she shuts down when work feels repetitive."

Know Your Rights

• Understand Colorado’s gifted education mandate.
• Request formal evaluation (both for strengths and challenges).
• Know the difference between IEPs, 504 plans, ALPs.
• Attend parent talks like this one to get information.

Document

• Keep copies of test scores, report cards, and communications.
• Track your child’s patterns over time.
• Ensure paper trails and follow up verbal conversations with email summaries.

Who do I contact in DPS to discuss my child’s needs?

Supporting Social-Emotional Needs

• Help your child find intellectual peers (gifted programs, camps, online communities)
• Validate the experience of feeling "different"
• Teach emotional vocabulary; gifted kids feel deeply but may lack words for it
• Address existential concerns honestly and age-appropriately
• Consider counseling with a professional experienced in giftedness
• Be aware of overexcitabilities and how they affect daily life
• Peer support and peer tutoring can improve achievement and academic interest
• Consider joining a parent support group through SENG

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Neihart, M. (1999).

Working with Twice-Exceptional Learners

• Pursue comprehensive evaluation for both strengths AND challenges
• Advocate for dual programming: gifted services AND disability supports
• Focus on strengths first, then build accommodations around them
• Reject the "wait and see" approach; early intervention matters
• Connect with other 2e families for support and shared strategies
• Ensure IEP/504 plans address giftedness, not just disability

Baum, S., Schader, R. & Owen, S. (2017).

When to Seek Professional Help

• Persistent anxiety, depression, or emotional distress
• Refusal to attend school or complete any work
• Significant social isolation or withdrawal
• Sudden behavioral changes or acting out
• Suspected learning disability, ADHD, or autism
• Family conflict escalating around school performance

Look for professionals experienced in giftedness; not all therapists understand the unique needs of gifted children.

Emmaly maintains a list of local gifted-friendly providers! Emmaly.perks@beyondgiftedservices.com

Key Takeaways

1

Underachievement has many identifiable, addressable causes

2

Early identification and intervention lead to better outcomes

3

Focus on the whole child and their strengths, not just academic achievement

4

Be an advocate for your child

5

Seek appropriate challenge and educational environments, not just more work

6

You are not alone—resources and community exist to help!

Resources for Caregivers

Recommended Books (Click to purchase)

Weekly articles about giftedness: beyondgifted.substack.com

Resources for Caregivers

Organizations & Websites

• National Association of Gifted Children (NAGC)
• Colorado Association of Gifted and Talented
• Davidson Gifted

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• Supporting Emotional Needs of the Gifted

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Contact Emmaly to enroll in a SENG caregiver community group!

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Emmaly.perks@beyondgiftedservices.com

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• Support with educational challenges
• Parent coaching and support groups
• Advocacy support
• Career coaching

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Beyondgiftedservices.com

References

Adelson, J. L. (2007). A "perfect" case study: Perfectionism in academically talented fourth graders. Gifted Child Today, 30(4), 14–20.

Baum, S., Schader, R., & Owen, S. (2017). To be gifted and learning disabled (3rd ed.). Prufrock Press.

Delisle, J. R. (2018). Doing poorly on purpose: Strategies to reverse underachievement and respect student dignity. ASCD.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2005). Continuity of academic intrinsic motivation. Journal of Educational Psychology, 93(1), 3–13.

Neihart, M. (1999). The impact of giftedness on psychological well-being. Roeper Review, 22(1), 10–17.

Perks, E. (2025, July 29). The neuroscience of giftedness. Beyond Gifted. https://beyondgifted.substack.com/p/the-neuroscience-of-giftedness

Perks, E. (2025, September 10). What working with hundreds of gifted people has taught me. Beyond Gifted. https://beyondgifted.substack.com/p/what-working-with-hundreds-of-gifted

Raoof, K., Shokri, O., Fathabadi, J., & Panaghi, L. (2024). Unpacking the underachievement of gifted students: A systematic review of internal and external factors. Heliyon, 10(17), e36908. https://doi.org/10.1016/j.heliyon.2024.e36908

Reis, S. M., Baum, S. M., & Burke, E. (2014). An operational definition of twice-exceptional learners. Gifted Child Quarterly, 58(3), 217–230.

Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students. Gifted Child Quarterly, 44(3), 152–170.

Rimm, S. (2008). Why bright kids get poor grades and what you can do about it. Great Potential Press.

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References

Rogers, K. B. (2007). Lessons learned about educating the gifted and talented. Gifted Child Quarterly, 51(4), 382–396.

Siegle, D., & McCoach, D. B. (2005). Making a difference: Motivating gifted students who are not achieving. Teaching Exceptional Children, 38(1), 22–27.

Siegle, D., McCoach, D. B., & Roberts, A. (2017). Why I believe I achieve determines whether I achieve. High Ability Studies, 28(1), 59–72. https://doi.org/10.1080/13598139.2017.1302873

Siegle, D., & McCoach, D. B. (2018). Underachievement. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children (2nd ed.). Springer.

Silverman, L. K. (1997). The construct of asynchronous development. Peabody Journal of Education, 72(3–4), 36–58.

Snyder, K. E., & Linnenbrink-Garcia, L. (2013). A developmental, person-centered approach to exploring multiple motivational pathways in gifted underachievement. Educational Psychologist, 48(4), 209–228.

Speirs Neumeister, K. L. (2004). Understanding the relationship between perfectionism and achievement motivation in gifted college students. Gifted Child Quarterly, 48(3), 219–231.

Emmaly.perks@beyondgiftedservices.com

THANK YOU!

@beyondgiftedservices

beyondgiftedservices.com

Emmaly Perks, M.Ed.

Gifted Education & Career Consultant

Get the CURIOUS Career Workbook:

https://tinyurl.com/Curiouscareer

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Questions & Discussion

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