{"id":10133,"date":"2024-06-07T10:10:45","date_gmt":"2024-06-07T00:10:45","guid":{"rendered":"https:\/\/www.thebuzz.net.au\/mscw\/?post_type=article&p=10133"},"modified":"2024-06-07T10:10:45","modified_gmt":"2024-06-07T00:10:45","slug":"gifted-and-talented-report-41","status":"publish","type":"article","link":"https:\/\/www.thebuzz.net.au\/mscw\/article\/gifted-and-talented-report-41\/","title":{"rendered":"Gifted and Talented Report"},"content":{"rendered":"

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Underachievement<\/b><\/h5>\n

Sometimes teachers approach me about students who they feel are not meeting their potential. We know they have the ability but their engagement in class, completion of work or performance in class and assessments does not seem to match this ability.<\/p>\n

The reasons for underachievement are complex. Is it just laziness as some parents might think? Usually no!<\/p>\n

The reasons for underachievement are numerous- boredom, underlying learning or behavioural disorders, family or friendship issues, social\/ emotional issues, health and wellbeing issues. There is no quick diagnosis or fix.\u00a0<\/p>\n

When I do hear about such students the Instructional Specialists and I meet with the student to interview them about how they are feeling in class, their interests and passions, how they like to learn or their learning dispositions and a general chat about anything that might be blocking the achievement.<\/p>\n

We use the work of Ruth Phillips to start the conversation around underachievement with the students and their teachers and families.<\/p>\n

Dr Ruth Phillips in her presentation for SCS states:<\/p>\n

\u201cKey internal factors associated with underachievement in gifted students include:<\/p>\n