Editing Intellectual giftedness (section)

===Underachievement===
{{see also|Gifted at-risk}}
{{further|Underachiever}}
Underachievement is a significant issue for gifted learners. There is often a stark gap between the abilities of the gifted individual and their actual accomplishments. Many gifted students will perform extremely well on standardized or [[reasoning]] tests, only to fail a class exam. It is estimated that half of gifted children do not perform in school at a level that is up to their abilities. Studies of high school dropouts in the United States estimate that between 18% and 25% of gifted students fail to graduate.<ref>{{Cite book|title=Education of the Gifted and Talented|last=Davis|first=Gary A.|publisher=Pearson|year=2011|isbn=9780135056073|location=New Jersey|pages=287–288}}</ref> This disparity can result from various factors, such as loss of interest in classes that are too easy or negative social consequences of being perceived as smart.<ref name=renzulli>Reis, S. M. & Renzulli, J. S. (2004). [https://www.researchgate.net/publication/229501585_Current_research_on_the_social_and_emotional_development_of_gifted_and_talented_students_Good_news_and_future_possibilities "Current Research on the Social and Emotional Development of Gifted and Talented Students: Good News and Future Possibilities."] ''Psychology in the Schools, 41,'' published online in Wiley InterScience.</ref> Underachievement can also result from emotional or psychological factors, including depression, [[anxiety]], perfectionism, low self esteem, or self-sabotage.<ref>Reis, S. M. & McCoach, D. B. (2002). Underachievement in Gifted Students. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.). [https://www.amazon.com/Social-Emotional-Development-Gifted-Children/dp/1882664779 ''The Social and Emotional Development of Gifted Children''] (pp. 81-91). Waco, Texas: Prufrock Press, Inc.</ref><ref>{{Cite book|title=Education of the Gifted and Talented|last=Davis|first=Gary A.|publisher=Pearson|year=2011|isbn=9780135056073|location=New Jersey|pages=293}}</ref>

An often-overlooked contributor to underachievement is undiagnosed learning differences. A gifted individual is less likely to be diagnosed with a learning disorder than a non-gifted classmate, as the gifted child can more readily compensate for their paucities. This masking effect is dealt with by understanding that a difference of one [[standard deviation]] between scores constitutes a learning disability even if all of the scores are above average. Assessments may also fail to identify some gifted students entirely because their underachieving behaviours keep them from being recognized as exceptional.<ref>{{Cite journal|last=Mofield|first=Emily|date=8 April 2019|title=Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students.|journal=Journal for the Education of the Gifted|volume=42|issue=2|pages=107–134|doi=10.1177/0162353219836737|s2cid=151040091}}</ref>

Some gifted children may not be aware that they are gifted. One apparently effective way to attempt to reverse underachievement in gifted children includes educating teachers to provide enrichment projects based on students' strengths and interests without attracting negative attention from peers. Other methods include matching the underachiever with an achieving role model, correcting skill deficiencies and ensuring that proper assessments are in place to identify all learning issues with underachieving students.<ref>{{Cite book|title=Education of the Gifted Learner|last=Davis|first=Gary A.|publisher=Pearson|year=2011|isbn=9780135056073|location=New Jersey|pages=320–321}}</ref>