ABSTRACT
For teachers who are looking to develop the relationships Able Underachievers have with their peers, parents and siblings, the following key points represent opportunities for change:
In closing the gap between Able Underachievers and Able Achievers, much needs to be done to challenge misperceptions and deconstruct the barriers that prevent both social and academic collaboration.
The social and emotional skills of Able Underachievers could gain recognition within the new developments of PSHE and citizenship in the curriculum. Other non-academic achievements could be more widely recognised and valued.
Able Underachievers will seek out opportunities to ‘chat’ and nurture social respect among their peers at the expense of focusing on their work. Classrooms could become more socially comfortable learning environments, allowing for increased social exchange, pair and group work and peer tutoring.
Teachers could involve the parents (and possibly siblings) of Able Underachievers in joining teacher-pupil consultations where they can contribute to, and observe, the facilitative conversations adults can have in looking for possibilities for increasing achievement.
