By Tabe Ishimael Danirayi
This article highlights a largely overlooked group in Zimbabwean classrooms: gifted underachievers—learners with high intellectual ability whose academic performance falls below expectations. Often mislabeled as lazy or unmotivated, these learners are in fact responding to a mismatch between their capabilities and the learning environment.
The article argues that Zimbabwe’s education system is primarily designed for the “average” learner, leaving those at both extremes underserved. While progress has been made in supporting learners with disabilities or learning difficulties, insufficient attention is given to those who require greater challenge, depth, and pace in their learning.
Gifted underachievement manifests in several ways: incomplete work despite strong reasoning ability, resistance to repetitive tasks, perfectionism that leads to avoidance, and, in some cases, complete disengagement. A particularly vulnerable group is twice-exceptional learners—those who are both gifted and have conditions such as ADHD, dyslexia, or hearing impairments. In these cases, the system often addresses the difficulty while ignoring the learner’s strengths.
The central argument is that underachievement is rarely due to laziness. Instead, it reflects a failure of the education system to provide appropriate stimulation and support. For example, learners who complete tasks quickly are often left idle or punished for disruptive behavior, when in reality they need more challenging work.
The article calls for a redefinition of inclusive education to encompass all learners, including the gifted. It promotes the use of Universal Design for Learning (UDL), which emphasizes flexible teaching methods that provide multiple ways for learners to engage, learn, and demonstrate understanding. This approach ensures that lessons are accessible to all while still offering sufficient challenge for high-ability learners.
Practical recommendations include:
Looking beyond exam results to identify potential
Providing opportunities for deeper and faster learning
Recognizing and supporting twice-exceptional learners
Evaluating and improving the learning environment before blaming the learner
Maintaining high expectations while removing barriers to achievement
The article concludes that underachievement is often a systemic issue rather than a student deficiency. It calls for a shift in mindset—from questioning the child to questioning the fit between the learner and the educational environment.
Ultimately, the piece emphasizes that failing to support gifted underachievers is a loss not only for the individual but for the nation. Inclusive education must ensure that all learners—especially those who are quietly disengaging—are recognized, challenged, and supported to reach their full potential.
