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Students (and their reasons for underachieving) are influenced by a wide range of factors, including self-image, self-concept, social-emotional relationships, and the amount of dignity teachers afford their students.\u003c\/p\u003e\u003cp\u003eHelping smart students achieve when they don't want to is not an easy task, but you can reengage and inspire students using Delisle's insights and practical advice on these topics: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eAutonomy\u003c\/li\u003e\n\u003cli\u003eAccess\u003c\/li\u003e\n\u003cli\u003eAdvocacy\u003c\/li\u003e\n\u003cli\u003eAlternatives\u003c\/li\u003e\n\u003cli\u003eAspirations\u003c\/li\u003e\n\u003cli\u003eApproachable Educators\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eSmart, underachieving students need the reassurance that they are capable, valuable, and worth listening to despite their low academic performance. If these students who are otherwise academically capable don't feel they are getting respect from those in charge of their learning, then the desire to conform and achieve is minimized.\u003c\/p\u003e\u003cp\u003eIn a word, they want \u003cem\u003edignity\u003c\/em\u003e. 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Always diverse in the breadth of his topics, but consistent in his philosophical outlook, Delisle takes on such crucial issues as standardized testing, differentiation, the theory of Multiple Intelligences, the social and emotional lives of gifted children, character education, and the portrayal of gifted children in the media. Whether tackling heated controversies, offering advice to parents of gifted children, or making suggestions for how teachers can design a respectful classroom, Delisle's experiences as a scholar, classroom teacher, and parent make him one of the most widely read and respected writers in the field of gifted education. 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