ABSTRACT
For teachers looking to address the personal and emotional needs that influence Able Underachievers, the following key points represent opportunities for change:
Schools and local government as organisations might do well to consider how to address the level of stress and self-esteem of staff as a precursor to promoting levels of pupil achievement.
Able Underachievers value teachers who develop a rapport with their students, who take a personal interest in them and who encourage and reward. Pupils' individual or special educational needs (for example, writing difficulties) should be addressed.
In addition to school experiences, parental, cultural and societal factors contribute to a large extent to levels of achievement. Teachers should work closely with parents to ensure that pupils are valued for themselves and not just for their academic achievements.
The social and emotional skills of Able Underachievers are now more likely to gain recognition within the new developments of PSHE and citizenship in the curriculum. Beyond this, teachers can enable pupils to experience a more personal and emotional response to learning per se. The use of learning logs would be an example of a way of promoting this.
Teachers can help Able Underachievers gain access to adult mentors, who can nurture pupils' specific interests and provide ongoing support and encouragement.
Parents can be encouraged to learn or study alongside their sons or daughters. Links with other adults in the community can be sought (for example, through higher education establishments and local businesses) as part of a network to support and inspire Able Underachievers.
The able young student whose preferences, interests and creativity are largely ignored is likely to become an Able Underachiever, indifferent to school life and lacking in intrinsic motivation. An increase in recognition is required.
