By Tabe Ishimael Danirayi writing on his own capacity.
Masvingo-Zimbabwe has long been celebrated for valuing education as a pathway to personal growth and national development. Across the country, schools are filled with learners who demonstrate exceptional intelligence, creativity, leadership potential, artistic talent, and problem-solving abilities. Yet, hidden behind average report cards and declining classroom performance is a group of learners whose potential remains largely untapped—the gifted underachievers.
A gifted underachiever is a learner who possesses above-average intellectual ability or outstanding talent but consistently performs below his or her potential. These learners often puzzle teachers and parents alike. They may ask insightful questions, display remarkable creativity, or demonstrate advanced understanding of complex concepts, yet fail to complete assignments, perform poorly in examinations, or show little interest in schoolwork.
The phenomenon of gifted underachievement is receiving increasing attention globally, but in Zimbabwe it remains largely overlooked. Much of the educational focus has understandably been directed toward supporting learners who struggle academically or those with disabilities. However, inclusive education should also recognize learners whose exceptional abilities require special support if they are to flourish.
One of the major causes of underachievement among gifted learners in Zimbabwe is a lack of academic challenge. In many classrooms, teachers must manage large numbers of learners with varying abilities. As a result, lessons are often designed to meet the needs of the average learner. Gifted pupils who master concepts quickly may become bored and disengaged. Over time, boredom can develop into apathy, poor work habits, and declining performance.
Socio-economic challenges also play a significant role. Some gifted learners come from disadvantaged backgrounds where poverty, food insecurity, and limited access to learning resources affect their ability to fully develop their talents. Others may be required to assist with family responsibilities, reducing the time and energy available for academic pursuits.
Mental health and emotional factors cannot be ignored. Gifted learners often experience perfectionism, anxiety, fear of failure, or social isolation. In some cases, they deliberately underperform in order to fit in with peers or avoid being labelled as “too clever.” Without proper guidance and emotional support, these challenges can hinder academic success.
Another overlooked issue is the existence of twice-exceptional learners—those who are gifted while also having disabilities such as dyslexia, Attention Deficit Hyperactivity Disorder (ADHD), or Autism Spectrum Disorder (ASD). In Zimbabwe, these learners are often misunderstood because their strengths mask their difficulties, while their difficulties conceal their strengths. Consequently, they may receive neither gifted education nor appropriate support for their disabilities.
The consequences of gifted underachievement extend beyond individual learners. When talented young people fail to realize their potential, communities lose future innovators, scientists, entrepreneurs, artists, and leaders. In a country striving toward economic transformation and sustainable development, nurturing giftedness should be viewed as a national investment rather than a luxury.
Addressing this challenge requires a deliberate and coordinated effort from schools, families, communities, and policymakers.
Teachers should be trained to identify signs of giftedness and underachievement. Identification should not rely solely on examination results but should also consider creativity, leadership ability, problem-solving skills, artistic talent, and other indicators of high potential. Learners who demonstrate exceptional ability should be provided with enrichment opportunities, independent projects, leadership roles, and opportunities to explore their interests in greater depth.
School heads can play a critical role by promoting talent development programmes such as debate clubs, science fairs, innovation hubs, coding clubs, sporting academies, music festivals, and entrepreneurship initiatives. Such programmes provide gifted learners with meaningful challenges and opportunities to excel.
Parents also have an important responsibility. Rather than focusing exclusively on grades, parents should encourage curiosity, creativity, and lifelong learning. Open communication between parents and schools can help identify barriers to achievement and develop appropriate support strategies.
The Ministry of Primary and Secondary Education has made commendable strides in promoting inclusive education. However, there is a need to broaden the conversation to include gifted and talented learners as a group with unique educational needs. Policies and programmes that support talent identification and development would strengthen Zimbabwe’s commitment to ensuring that every learner reaches his or her full potential.
As Zimbabwe continues to build an education system that leaves no learner behind, gifted underachievers must not remain invisible. Their struggles may be less obvious than those of other learners, but the consequences of neglecting their needs are equally significant.
A truly inclusive education system is one that supports learners who struggle, accommodates learners with disabilities, and challenges learners with exceptional abilities. By recognizing and addressing gifted underachievement, Zimbabwe can unlock a wealth of human potential that is currently hidden in classrooms across the nation.
The future of the country may well depend on how effectively it nurtures not only those who need help catching up, but also those who need support to soar.
