INTRODUCTION

Encouraging achievement in underachieving students is frequently a difficult task. Very few gifted students show underachieving behaviours prior to commencing formal schooling; most are naturally curious and willing learners. Underachievement usually results from the complex interplay on a number of contributing factors and may be the result of long term, well established values, expectations and patterns of behavior. Underachievement appears to be a learned response to a variety of influences in a child's life experiences and as such may be difficult to counteract. When developing strategies to encourage achievement teachers need to consider all factors known to be contributing to an individual's underachievment.

Provision of appropriate learning environments and experiences is vital in attempting to overcome underachieving behaviour patterns and encourage achievement.

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