Parental Narratives of Underachievement Among Gifted Children: Onset, Factors, and Perceived Resolutions

Abstract

This study explored parents’ perceptions surrounding the onset and development of underachievement among their gifted children. The study employed a qualitative narrative inquiry design with 12 parent participants discussing the underachievement of their 10 (four girls, six boys) children between the ages of 12 and 16. These families lived in the Midwestern United States. Participants described a similar developmental trajectory of their child’s underachievement, beginning with early academic promise, but a critical turning point often occurs in late elementary or middle school. Internal factors such as motivation, self-regulation skills, and mental health were viewed as important contributing elements. External influences such as family dynamics, school environment, student–teacher relationships, and peer relationships also played a significant role. The interplay of these multiple factors highlights the perceived complexity of underachievement among gifted children.