| At this time of the year, I often pick up my | | | | problematic in areas of mathematics and written |
| phone to hear yet another parent disturbed over | | | | language because these subjects continue to build |
| the failing grades and poor motivation of their | | | | upon previous skills throughout the educational |
| bright, even gifted, student. The frustration, | | | | course. Lack of practice during the early years |
| anger, and helpless feelings experienced by | | | | can have a profound impact in later years. |
| parents affects family life, parent/child bonds, | | | | Besides learning gaps, these students may also |
| relationships with school personnel, and the child's | | | | have specific learning disabilities which have gone |
| social relationships. School failure can be especially | | | | undetected due to the student's ability to |
| disturbing when the child has done very well in | | | | compensate through use of high level verbal skills |
| Elementary School and then grades begin to slide | | | | during elementary grades. |
| upon transition to Junior High School. It is | | | | Entrenched patterns of behaviors are usually very |
| particularly worrisome when the pattern of | | | | resistant to change, but parents can intervene in |
| declining performance continues beyond the | | | | a number of ways which may ameliorate the |
| seventh grade. | | | | problem given some time and consistency. First, |
| Underachievement can result from a number of | | | | maintain high expectations. Expect that the |
| factors, some of which are inter-related. Bright | | | | student will work to improve his grades. Initially, it |
| students are often identified as being unusual or | | | | may be necessary to establish a behavior change |
| different very early in their lives and receive a | | | | system which provides mutually agreed upon |
| great deal of attention for their unique talents. In | | | | rewards for achieving specific goals, such as daily |
| the first years of school, they learn new | | | | homework completion. Parents may also need to |
| information very rapidly and quickly master new | | | | provide short term tutorial support to fill-in learning |
| skills. Work habits such as homework | | | | gaps. The student may also benefit from |
| management, long term project planning, and | | | | instruction in learning organization skills. It is equally |
| study for tests may not be necessary in order to | | | | important to help the student learn the connection |
| perform at high levels. So these youngsters do | | | | between individual effort and outcomes. Parents |
| not learn the connection between effort and | | | | can support achievement and the fun of learning |
| outcome. They assume that success is the result | | | | by honoring the effort given a task, as well as |
| of abilities and talents which are inborn and | | | | the results. It may be advisable to assess the |
| beyond their control. They do not learn that even | | | | child's intellectual and academic functioning levels in |
| the brightest person must sometimes 'sweat' a | | | | order to rule out any learning problems. Finally, the |
| little in order to learn new material. This is | | | | student may need counseling to address |
| frequently exacerbated by the bright youngster's | | | | motivational and self-esteem issues. |
| intolerance of imperfection. The student is unwilling | | | | Bright student became at risk for school failure |
| to try new tasks, particularly writing or art | | | | when motivation, work habits, and |
| assignments that may not be perfect at first | | | | self-expectations interfere with academic |
| attempt. | | | | performance. As parent and professionals we can |
| Another issue for the bright youngster is that | | | | help by encouraging effort and engagement in |
| there may be delays in specific areas of learning | | | | school tasks from the very beginning. In addition, |
| which develop over time due to the child's | | | | we can teach children that ability, alone, is not |
| unwillingness to work at subjects which are not | | | | enough. Persistence and determination are equally |
| intrinsically interesting or which are not part of | | | | important ingredients in achieving success. |
| their area of expertise. This is particularly | | | | |