Underachivers

Not long ago I was asked by a parent to help her child to improve his study skills. He was in eight grade and his grades had been inconsistent with a recent declining trend. Previous performance showed he has good ability and intelligence. Since middle school presented harder subjects and required the students to assume more responsibility for their work it seemed it reasonable improvement area was study skills. Helping him to be better organized and improve his test taking abilities may be just what he needs.

After several sessions I became convinced an improvement in study skills was not going to gain the desired improvement in school. James (fictitious name) did show very good ability – much better than demonstrated by his grades. He also was had great intentions to get things done. However, he seemed to forget or find an excuse of why he did not complete what I had asked of him. I also noticed something or someone was always to blame. One time he even blamed his parents for not reminding him. And to my surprise the parents apologized and said they also forgot.

The parents were very interested in helping James. They showed great concern and wanted to do what ever they could to help him. It became apparent to me we needed to change approach and course of actions with James. James was demonstrating the characteristics of an Underachiever - more specifically a Coaster.

First I explained to the parents the characteristics of an underachiever, why I thought James fit these characteristics and suggested a course of action. It took several weeks but we finally started to see the first signs of change by James which gave us optimism he was on his way to overcome his problem.

There are several good books on Underachievers. One I highly recommend is: (other resources are listed at the end of this article)

“Could Do Better”: Why Children Underachieve and What to Do About It.
by Harvey P. Mandel, Sander I. Marcus

This book does a very good job describing the different types of underachievers, characteristics, what to expect and some approaches. It can be very difficult for a parent to develop and manage an improvement plan alone. Too easy to become too emotionally involved and also not recognize the changes you as a parent must make.

Below you will find some excerpts from this book which will give you some of the concepts related to the study of underachievers. To learn more I suggest you buy the book or check your local library. Also consider enlisting the services of an experience person to help you and your child with their improvement.

7 Principles of Achievement

What is achievement? What effects a child’s achievement in school? Here are some basics principles.

  1. School marks are determined by many factors
    1. Physical
    2. Poor Nutrition
    3. Emotional
    4. Family move
    5. Mental Intelligence (basic ability, learning disabilities, dyslexia, etc.)
    6. School itself (structure and attitude)
  2. Intelligence is one of several factors to determine school marks. 25% intelligence and 75% family, friends, personality, culture
  3. It is normal not to do well in every subject
  4. Can expect temporary drop in school performance during certain transitions within a child’s school years.
    1. Grades 4-6 [new activities, higher demands on time and skills]
    2. High School transition [new school, physical changes, new circle of friends, change in structure]
    3. College [on own, less supervision, better competition] Many times students will improve and do much better in college than high school once they make the adjustment.
  5. Underachievers are not all alike. Why they underachieve and in what manner can be significantly different.
  6. With different types of underachievers need different approaches to change achievement patterns.
  7. Change takes time.

A marked decrease in academic performance lasting longer than a year is a signal to look closer.

Typical Underachiever Types

  • Coasters [40% of the underachievers]
    The ultimate procrastinators usually described as easy going and unmotivated. Exhibit the best of intentions.
  • Anxious
    They want to do better but are too tense and uptight to work effectively.
  • Identity Searchers
    Are so wrapped up in trying to figure out who they are, they become distracted from their school work.
  • Wheeler Dealers
    Impulsive, charming or intimidating manipulative, self-seeking and so intent on instant gratification they see no percentage in doing well at school.
  • Sad Underachievers
    Their depressed mood, low self-esteem and difficulty in making decisions rob them of the energy to concentrate on school work.
  • Defiant
    Underachiever as an act of rebellion.

Since Coasters are the most prevalent type of underachiever, I will include some key points from the book for this type.

Anatomy of a Coaster

  • They procrastinate at home and at school – without any visible concern.
  • They give up, get low marks and lose interest quickly without great concern. Especially evident if things get tougher or substantial effort is needed.
  • Have selective memories.
  • Make sincere sounding statements of intention but without follow through.
  • Easily distracted from school work and chores. But they do concentrate intensely on personal interests.
  • Tend to overestimate their academic performance.
  • Offer vague explanations for poor academic performance.
  • Have a ready supply of plausible excuses.
  • Go through a predictable work cycle each school term.
    • Season of good intentions
    • Season of early promise
    • Season of coasting on accomplishments of the past
    • Season of escalating excuses
    • Season of
    • Season of shock and horror, soul searching
    • Season of renewal effort
    • Season of resignation
    • Season of amnesia
  • Don’t respond to rewards or punishment – any benefits are short lived. May work with other underachiever types.
  • Exhibits general contentment with themselves and life.
  • Unconcerned about the future.

What Makes Coaster NOT Run

  1. They are not lazy and unmotivated.
  2. Actually they are highly motivated – but motivated to just get by.
  3. Motivated to achieve their goal.
  4. Their goal is to avoid more responsibility or high expectations.
  5. Don’t want to face the future. Their comfort of dependence can continue; maintaining the status quo. They want to postpone the future – do not like to make plans for the future.
  6. They are not fully aware of their goal. They believe their excuses because they are not completely aware of their real intentions.
  7. When they abandon their excuses for their performance or lack of action, change becomes possible.
  8. You may be able to force them to abandon their excuses through “crap detection” [defn: questioning of commonly held assumptions]. They must recognize their false assumptions and start to see things in a new way. The term “Crap Factor” comes from Postman and Weingartner and their book “Teaching as a Subversive Activity”.
  9. Coasters who finally abandon their excuses take increasing responsibility for their choices.

Constructive Confrontation

Secrets:

  • Be constructive
  • Focus on facts
  • Have the child join in the problem solving process
  • Confront when the problem occurs; don’t let tensions build or expect it to “forget away”
  • Confront strengths that can be more utilized – not on weaknesses
  • Be selective on when and how often you confront the child – big your battles wisely
  • Be prepared for confrontation to increase tension in the short term.

Some Parental Characteristics

Parents tend to be uncomfortable with conflict and direct expression of dissatisfaction toward the child. Believe confrontation could lead to a break in their relationship. Tend to hover over the child and assume day to day responsibilities for the child’s achievement.

Coasters – A New Course of Action

  • Abandon the Underachievement Myth. Stop thinking Coasters as being lazy or unmotivated.
  • Start with the facts – stick with the facts.
  • Inform your coaster you will be getting the facts from the school, teachers, etc. – including the coaster themselves.
  • Setup a structure to obtain the facts. Include your coaster in this structure. Remember you want them to start eliminating excuses and take responsibility.
  • Set up a regular time and procedures; go through the checks with the coaster.
  • Be constructive in any confrontation with the coaster. Make sure they understand – have them repeat. Seek commitments in writing or in front of others.
  • Be clear who owns the problem.
  • Don’t accept “pat” answers at face value. Keep probing – ask why 5 times.
  • Approach every school problem by asking a systematic list of problem solving questions.
  • Use the Motivation Recipe.

Motivation Recipe

  • Vision – need to create a sense of purpose and dream
  • Commitment – becomes their mission
  • Planning – create a concrete plan of action with deliverables and dates.
  • Follow-Through on all commitments, promises, plans.
  • Vision Review – have periodic vision reviews. Am I getting closer to my dream? Why not? What to I need to alter? Where am I succeeding?

Results That Can Be Expected

  • Expect change to occur more slowly than all may like.
  • Changes in behavior will not produce higher marks immediately.
  • Expect some tension and resentment when you confront the coaster.
  • Expect to feel anger and resentment at the coaster both for not changing rapidly enough and requiring you to confront them.
  • Expect to feel as if the child’s poor marks are a reflection of failed parenting efforts. Coasters come from normal families with loving and good parents.
  • Expect to feel excuses will never end.
  • Expect to have neither enough time nor energy to confront every excuse in every course.
  • Expect – just when you are about to give up hope – you will see small changes in your coaster’s behavior.
  • Expect as your child assumes greater responsibility, you will not agree with some of their choices but you will need to confront less and let them work it through.
  • Expect dramatic change in your role as a parent. Redefine your role.

Other Resources

http://www.hoagiesgifted.org/underachiever.htm

http://www.about-underachieving-teens.com/why-bright-kids-fail.html

Bright Minds, Poor Grades: Understanding and Motivating Your Underachieving Child by Michael D., Ph.D. Whitley
John I Sommer