ABSTRACT
In the first chapter, Belle Wallace examines the differences between the concepts of achievement and attainment and then discusses the possible causes of underachievement. She suggests a Typology of Underachievement that, although slanted towards more able pupils, applies equally to all pupils when the school seeks to discover and celebrate all pupils’ gifts across the wide spectrum of multiple capacities. The chapter also highlights some of the successful strategies used by the schools in the original case-study research. (See Raising the Achievement of Able, Gifted and Talented Pupils within an Inclusive School Framework. Copies of this summary can be obtained from publications@nace.co.uk.)
In Chapter 2, Sue Leyden discusses the importance of the development of positive self-concept and maintains that the social and emotional needs of children and young people should be at the very heart of educational thinking. She strongly argues that children who are unhappy or unsettled do not flourish in school and are unlikely to make best use of their learning experiences, and most probably will underachieve. The chapter examines the key factors that underpin successful social, emotional and personal development, with a special reference to potential high flyers. Sue threads the chapter with case studies that illustrate the causes of underachievement of some able learners.
