ABSTRACT
Chapter 1 presents an analysis of the internal and external factors involved in underachievement, the models of analysis and intervention and related research. By teasing out the different barriers to and gaps in learning, it is possible to establish a foundation for the development of more appropriate and effective teaching methods that satisfy different learning needs. These can then foster inclusion and personalisation. Practices used worldwide for lifting achievement are identified, as is the nature of effective schools, according to official documents and reports. Three major areas of concern are identified in this consideration of the origins of underachievement. They are socio-cultural, personal, and school factors. These factors conspire to provoke underachievement or prevent an individual’s achievement at an appropriate level. The chapter ends with a consideration of research on behaviour management and how this links with effective teaching provision and the development of social and self-management skills and autonomous or self-regulated learning and social.
