Sylvia Rimm and Linda Emerick both discuss the turnaround of underachieving gifted students. Both articles address the characteristics and/or behavioral patterns of underachieving students and how the underachievement process can be reversed. Rimm states that “being intellectually or creatively gifted does not guarantee educational or creative success or productivity. There are risks and pressures that…deflect potentially high-achieving children (Colangelo & Davis, 2003, p. 424).” Both authors agree that risks and pressures that can lead to underachievement include pressure to achieve and feelings of inadequacy when goals are not achieved (Emerick, 1992, p. 140). As negative experiences continue, both Rimm and Emerick agree that a poor attitude toward school causes them to no longer have control over their academic future (Colangelo & Davis, 2003, p. 425, Emerick, 1992, p. 140). Due to the fact that their intelligence may no longer be evident, they are often not recognized or denied appropriate educational services. (Colangelo & Davis, 2003, p. 425, Emerick, 1992, p. 140). Although both authors agree that lower-achieving gifted students have similar characteristics and/or circumstances that favor their attitudes, other influences such as school dropout, activities, and the role of siblings are not mentioned in both articles. Emerick points out that underachieving students may also have a strong interest in an extracurricular activity and that this interest is vital to reversing the process of underachievement. According to the research study, these low-achieving students maintained interest and commitment in their extracurricular activities despite their poor academic performance (Emerick, 1992, p. 142). Although Rim...... middle of paper ...... stealing includes procrastination, incomplete assignments, and careless work (Colangelo & Davis, 2003, p. 425). One of the main points made in Emerick's study was the need for relevance in the classroom. As a teacher, I think it's important to help students understand how what they are learning is relevant to their lives. However, after reading Emerick's study, I think it is important to utilize each student's individual interest in relation to the content we are studying. Discovering outside interests and incorporating those ideas into the content can “motivate the student to learn and provide an avenue for learning various skills related to academic success (Emerick, 1991, p. 140).” By bridging content and interests, the goal is to motivate underachieving students and find ways to keep other students engaged in school.