ABSTRACT
In any aspect of life, if something is not going to plan then one strategy is to use language to talk about it. If we relate this to Able Underachievers, then we need to consider the conversations that can take place between teacher, parent and pupil to address the issue. In this chapter the authors highlight and interpret the key comments that the Able Underachievers made regarding the influence of the communications they have with their teachers that affect their academic progress. Opportunities for improving communication with Able Underachievers are explored. The pupils’ responses indicate that the way in which adults communicate with Able Underachievers has a marked effect on their willingness to engage in the learning process. See Figure 2.1 below.
