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Underachievement is commonly seen as a discrepancy between the level at which a student performs and their academic potential. It is a learned behaviour that can be caused by factors both inside and outside the school setting including family and community dynamics, school curriculum and teaching methods, and personality traits. The identification of underachieving gifted students is closely linked to the identification of giftedness itself and talented students can be marginalised if a school’s definition is conservative and its methods of identification narrow. This case study examines Albert Einstein’s early life through the lens of recent theory and research in an effort to understand why he became an underachiever at school. It identifies several factors that may have contributed to his underachievement, in particular his frustration with inflexible teaching methods and the rigid curricular at that time. It also highlights the need for today’s teachers to ensure that they keep abreast of current research and theory so that they can best meet the educational needs of the gifted and talented students in their classrooms.

The Early Years of Albert Einstein: When viewed through the lens of current theory and research were there signs of giftedness?