The purpose of this study was to qualitatively determine the related factors that contribute to the existence of underachievement. The participants were 3 subjects (underachieving students) and 14 informants (5 teachers, 6 peers, and 3 parents) from a selected junior academy in the Philippines.

Classroom observations, interviews, and school records were used to collect data. This study used multiple triangulations (data, methodological, and thematic) to describe themes related to underachievement.

First of all, the study identified typical characteristics of the 3 underachievers from 3 groups of informants: teachers, parents, and peers from the same school context. Second, the perspectives of underachievers about school helped link reasons for their underachievement. Finally, the reasons for underachievement were probed in 4 areas: school, home, peers, and personal. School factors included no interest in school, being teased and bullied, and disliking class activities. Factors related to home were lack of motivation, being away from parents, health problems, unrealistic expectations of parents and guardians, and parents/guardian’s negative reactions. The single, yet important peer factor was the negative impact of their relationship with their peers. Personal factors identified were difficulty to focus or concentrate, laziness, unresponsiveness to teachers’ support, being under-aged in the grade, and the negative inner-self/attitude.

Recommendations for principals/school administrators, teachers, and parents include the following: teachers be given opportunities for professional development, teachers implement differentiated lesson activities, and parents be supportive of children’s education.