When Good Grades Are Not Good Enough: Understanding Gifted Underachievement

Underachievement is one of the most highly researched topics in gifted education. Not all gifted students excel academically, and some of the most capable minds in our classrooms are sitting bored, disengaged, and unmotivated. This underachievement often goes unnoticed and instead, the child may be labelled as disruptive or difficult. Globally, an alarming number of high-potential learners are not reaching their full potential. When left unaddressed, the consequences can affect self-esteem, wellbeing, and long-term opportunities.

So, why does this happen?

Underachievement occurs when a student’s performance doesn’t reflect their true ability. For gifted students, even “average” achievement may signal underperformance. While underachievement can stem from many causes, this article focuses on a group often missed: the invisible underachievers.

Does your child cruise through school, achieving high grades with minimal effort? Or are you a teacher with students who put in little effort yet still top the class? These are the invisible underachievers - the ones who coast without ever being sufficiently challenged to develop skills in perseverance, resilience, or a strong work ethic. On the surface, everything may seem fine. Until, one day, they are not.

This phenomenon is often referred to as ‘The Performance Cliff’, a term coined by psychologist Dr Matt Zakreski, which I first encountered during the 2022 Australasian Association for the Education of Gifted and Talented (AAEGT) Virtual Conference. It describes the point at which a gifted student's natural ability is no longer enough to meet the demands of increasingly complex work. Without the experience or strategies in place to manage such challenges, these students begin to struggle. This often occurs around Years 6 and 9, but it can happen at any time.

Lacking the skills to persist through difficulty, many fall off this “cliff.” They may internalise the experience as failure, and for some, it may be the first time they question their identity as capable learners. This can lead to anxiety, avoidance, or apathy. Supporting these students before they reach this point, and helping them recover if they do, is crucial.

For families, this type of underachievement can be both frustrating and confusing. Schools may report that your child is doing well, after all, their grades are high. Yet at home, they complain of being bored or that the work is too easy. Then, seemingly out of nowhere, the grades begin to drop. 

Educators have a vital role to play in preventing this pattern. While it may not be immediately obvious, most teachers I have worked with can recall students who fit this profile. It’s important to look beyond achievement data. Who are the students in your class who always perform well, but resist challenge? These learners need opportunities that stretch them at an appropriate level. They require tasks where success is not guaranteed but where the process builds the mindset needed to overcome future hurdles.

Recognise the signs. Respond early.

At Flow Education, we work with families and schools to ensure gifted learners develop the skills they need to embrace challenges with resilience and open-mindedness. Whether you’re a parent noticing boredom at home or a teacher looking to foster a growth mindset in your students, we’re here to help.

Get in touch to give your gifted learner the support they need to reach their flow state.