ABSTRACT
When Hazel was at school her teachers recognised she was intelligent but were puzzled by her erratic performance. In class tests her marks would often be poor but, somehow, she would perform well in exams. When homework was
handed in for marking (and not all homework was done) it was usually late but frequently of a very good standard. At open evenings Hazel’s parents were frequently told that she had potential, if only she could apply herself to her studies. They were also told that Hazel was easily distracted and not well organised, as she would often forget to bring with her the books and notes she required for the day’s lessons.
