Gifted and talented (GT) underachievers pose special challenges to parents and educators.  They are quick thinking, quick to criticize, and quick to justify their behavior (even when that behavior is inappropriate by commonly acceptable standards).  Like most underachievers at all levels, GT underachievers tend to have lowered self-esteem, confusion about their development and about why they are acting as they are, difficulty making appropriate choices, and a sense of being overwhelmed.  However rather than using their considerable intellect to seek the cause of their discomfort, and an appropriate cure, GT underachievers rely inappropriately on their intelligence to manipulate their environment to make themselves feel better.  Self-justification occupies much of their time.  They try to tell themselves that they are above that which surrounds them.  They focus too much energy on finding inadequacy in others, in things, in systems, so as to excuse their own detachment, when in reality they are detaching because of their inability to cope with their situations.  When others disagree with their choice of detachment, GT underachievers, through clever use of logic (albeit somewhat jumbled), attempt to defend their detached positions and to undermine arguments presented by others.  Often they are so persistent in their shrewd, though skewed, logic that they frustrate the more reasonable, concerned, others.  For example, GT underachievers usually won't do what they feel is irrelevant or boring.  However, they have convinced themselves that anything they don't want to do is irrelevant (classes that aren't "interesting") or boring (homework).  Even if they know the material they will refuse to do the work as a statement of their "principle."  They will not engage in the class, but will expend their energies on finding fault with the material or with the teacher.  They may even become the class cynic or comic, attempting to create a less serious, discounting atmosphere.

Before we delve further into this topic.  Let us put aside the frequent reasons we hear why GT students underachieve:  the material is irrelevant or the student is bored.  While there may be some legitimacy in these issues for some students, the students we are discussing here find irrelevancy and boredom in almost everything.  Truly irrelevant material and student boredom is a problem in some situations and students whose complaints are justified should be allowed their input for constructive change.  Teachers and administrators are sometimes slow to change, to recognize new needs, to keep pace with their students.  Sometimes they do fail to express the relevancy of their assignments.  But that is an issue off the focus of this discussion.  For the students we are discussing irrelevant material and boredom is a smokescreen and it diffuses through their lives to fit their particular situation at the moment.  So why are these GT underachievers unmotivated (in whole or selectively)?  Why, when it appears to most that these students have everything going for them, do they throw their opportunities away?  Why are they messing up?  What is behind this self-limiting behavior?  Why do they become gifted and talented underachievers?

Most GT underachievers are intellectually aware of their considerable potential.  Many intellectually feel superior to others because of their high abilities.  Some develop a condescending and entitled attitude.  Why do they need to attend to, let alone to follow, the expectations of those "below" them?  But while intellectually they may be aware of their high potential and may feel superior, at the same time they feel inferior emotionally because they have self-doubts about their capabilities, their future, the challenges of adulthood, their ability to adapt to life's situations, and a full range of fears from self-aware-ness to social situations, academics, career choices, the environment, cultural stresses, and such.

For the GT underachiever, there is a contrasting uncertainty.  Even though their potential is high, they do not have the confidence necessary to overcome apprehension, self doubt, uncertainly, tension, and anxiety - which occasionally occurs in us all.  They have a fear of taking reasonable risks - of trying something new.  They fear trying and maybe not succeeding. Their self-doubts haunt their subconscious: maybe what they do won't be satisfactory, maybe the outcome won't be that desired, maybe they will not succeed - then what will others think of them, what will they think of themselves, what will happen to them?  This personal uncertainly creates individuals who in spite of their high intellectual potential, detach and become even more self-doubting.  To the casual observer, they just can't figure out how to fit in.

A compounding problem arises when others, particularly adults, treat these students on a "intellectual" level.  Because they are highly intelligent, others often expect them to act as an adult on a responsibility level.  Others recognize that these students are capable of understanding facts and knowing what needs to be done.  They are capable of associations, connections and logic.  Because of their high intellect they are frequently accelerated beyond what others would normally think of as appropriate age level capabilities.  However, high intellect does not necessarily mean faster emotional development.  And herein lies the heart of the problem.  For these underachievers, there is an especially large discrepancy in their emotional versus their intellectual development.  They just are not emotionally able to handle situations that they can readily intellectually handle.  This leads to inconsistency in action, procrastination, denial, excuses, blaming others, justification and various other types of non-productive behaviors, usually culminating in detachment.

The result of the detachment varies.  Academically, many survive in a world of mediocrity and cynicism.  Some fail.  All perform at a lesser level (academically and eventually, socially) and become unhappy.  They become dissatisfied with life, focus on its failings, and become mostly negative.  Beyond school years they reside in mediocrity and are, almost without exception, frequently hypercritical.

To help underachieving GT students it is important for parents and educators to attempt to minimize the possibility of elitism.  GT students need to learn, understand and accept that people at all intellectual levels have positive attributes to offer others and that individuals should be valued for their unique qualities - whether or not they are GT themselves.  One way to help in this is for GT students to experience some non-GT classes.  They need to learn to productively interact and have relationships with those at a different intellectual level from themselves. These interactions are particularly useful when they focus on others' feelings, concerns, and opinions, rather that on "fact" areas (such as math or science).  Such interactions stimulate thoughts and ideas for all concerned.  Group projects that emphasis communication, experience and consensus are useful.  "What if" exercises that allow for role playing, discussions of possibilities, and scenarios for failure (as well as remedies for the failures) are beneficial.  All students, but especially GT underachievers, need to learn that failure, in itself, is not terminal if a "learning experience" was gained.  It would be helpful to offer independent learning and mentor experiences so as to provide for attachment and reasonable risk-taking.  Ideally, such mentoring should begin early in the GT experience - not only as an attempt to turn around a GT underachiever, but for all students.

Mentoring projects for GT underachievers should be outside the classroom but with an emphasis on interaction with others.  It is usually most beneficial to let the student and mentor choose the experience.  The mentors should have set "office hours" to discuss progress and other things.  Schools must attempt to engage these students with the purpose of having the students see that it is in their best interests to make appropriate decisions.  This is often very challenging as GT underachievers are trying to avoid, ignore, and stick with their perspectives.

Parents can be mentors in their own right.  Listening without criticism, discussing "what if" scenarios, and providing opportunities is important.  That the student is making choices should be stressed.  GT underachievers want to believe that they are victimized by lesser individuals and lesser circumstances.  Discussion must be focused on the choice the GT underachiever is making in light of a less-then-optimal reality.  Don't lecture, but provide boundaries and expectations.  Be available and willing to discuss whatever the student wants to share.  Remember that negotiation and compromise are learned skills and if the student has valid points, take those into consideration (but do not allow manipulation).  A casual sharing of some of the parents experiences, especially less than stellar ones, is helpful.

Be prepared as you can to allow the GT underachiever to accept natural consequences.  GT underachievers play on others' willingness to give them yet another chance. Help others feel better about providing GT underachievers with whatever consequences they have earned.  Discuss why certain expectations are set and that the student's actions in response to those expectations are choices (even though the student may not consciously be aware of that).  Acknowledge the struggle of figuring out life and people.  Share some anecdotes about your own experiences.  Remember that you are dealing with a gifted student, but still one who is filled with anxiety.  Make the tasks fit the intellectual ability, but allow for trial and error, and even failure, as a learning experience.  Stress that if a choice made doesn't work out as hoped, use that new found knowledge to make adjustments - then try again.  Build it in, let the student know that it is OK to take reasonable risks.  Emphasize "nothing ventured, nothing gained."  Give your child the ability to experience a variety of individuals with different interests, skills, opinions, wants and desires.  Doing so will make them more aware, less self-centered, and more comfortable with change, responsibility, and challenge.

Gifted and talented underachievers present special concerns in that they are very likely, because of their intellect, to realize the many challenges life will provide them, while at the same time they are more likely to use their intellect to justify withdrawing from the engagement that will enable them to handle the stresses that life provides.  Educators and parents need to be sensitive to the special needs of these students and to see the often caustic and aloof style of these students for the anxiety that it covers.  Remembering to focus on their emotional needs, not just their intellectual needs, will help these students to grow into their considerable potential.