“Better Safe Than Sorry” — The Underachieving Student
As an educator, have you ever noticed a bright, capable student who seems to hesitate, avoid challenges, or refuse to take risks in learning? That student who once loved school but now plays it safe, choosing easier tasks or giving up too quickly?
I know that feeling personally. Even as an adult, I catch myself hearing that little voice in my head telling me that it’s “better to be safe than sorry.” When I was building this website, I hesitated to publish it because it wasn’t “perfect yet.” When learning Dutch, I spent four years in courses but still lacked the confidence to speak “because I didn’t know all the grammar rules.” Meanwhile, my husband, with fewer lessons, speaks Dutch fluently—simply because he was never afraid to make mistakes.
The reality is, staying in the comfort zone feels safe, but it also limits growth. And if a student isn’t experiencing any struggle in learning, it’s a problem.
Meet Lora
Lora is a creative 13-year-old in her first year of secondary school. She used to love learning. In elementary school, she effortlessly excelled in all subjects, especially math and art. She was frequently praised by teachers and parents for her talent and intelligence.
But lately, things have changed. Her grades have dropped, and she avoids studying by claiming “the instructions weren’t clear.” She gets frustrated easily and often says, “I give up,” “I’m not good at this,” or “This is too hard.”
Why? Because for the first time, school is actually challenging—and she doesn’t know how to handle it. She was never taught how to struggle, so now she avoids risks altogether. Instead of pushing through challenges, she seeks help immediately or disengages. And because she once loved learning, this drastic change in achievement is alarming.
Lora is underachieving, but in a way that often goes unnoticed.
The Role of the Student in Underachievement
Underachievement isn’t just about effort or intelligence. Research shows that it is influenced by three main components:
- The Student (mindset, skills, self-expectations)
- The Learning Environment (curriculum, instruction, expectations)
- The Adults (teachers, school leaders, parents)
Today, let’s focus on the student’s role in underachievement and how we, as educators, can support them.
Why Some Students Adopt the “Better Safe Than Sorry” Mindset
1. Lack of organizational skills
Some students are visibly disorganized, with messy desks and forgotten homework. Others struggle more subtly, unable to plan their time effectively. Lora breezed through elementary school without much effort, so she never developed strong study habits. Now, in secondary school, she lacks the skills to manage increasing academic demands. She frequently says, “I forgot,” or “I didn’t have enough time.”
How can we help?
Provide a focused workspace: Ensure students have a distraction-free study environment.
Model organization: Share strategies for managing time and workload.
Teach planning skills: Help students estimate how long tasks take and schedule their work.
Create structured support: Implement checklists, calendars, or digital tools to keep students on track.
“The artist is nothing without the gift, but the gift is nothing without work.“
Emile Zola.
2. Unrealistic expectations
Underachievers often set their expectations too high or too low.
Lora, for example, was used to excelling in math with minimal effort. Now that it requires real work, she assumes she’s just not good at it. Instead of adapting, she gives up. She expects to achieve the same high grades effortlessly, and when that doesn’t happen, she loses motivation.
How can we help?
Be mindful of reactions: Avoid overreacting to success or failure. Extreme praise can create pressure, while disappointment can reinforce avoidance.
Encourage a growth mindset: Normalize struggle as part of learning. Praise effort, not just intelligence.
Adjust expectations: Help students set realistic, incremental goals.
3. Fear of Competition
Some underachievers act out when faced with competition. Others, like Lora, avoid it entirely.
She used to be a top student, but now she compares herself to peers and feels incompetent. Instead of competing, she avoids activities where she might not succeed. She says she “doesn’t like” subjects she once enjoyed, simply to escape the risk of failure.
How can we help?
Encourage participation: Support hesitant students in trying new challenges, without overwhelming them.
Introduce safe competition: Create low-pressure challenges where effort matters more than results.
Help students reframe failure: Teach that setbacks are learning opportunities, not personal flaws.
The Little Voice in Their Heads
As educators, we need to recognize that many students, especially high-achievers, have an internal voice telling them to “play it safe.” For some, it stems from perfectionism. For others, it’s a fear of failure. Either way, it holds them back.
If we want students to thrive, we need to help them rewrite that voice.
Instead of: I can’t do this. They should learn to say: I am capable. I am learning. I am growing.
So let’s start asking: “What would it take for you to succeed?” Giving students a sense of internal control can be transformative.
What Schools Can Do
- Create a culture of challenge: Ensure students experience an appropriate level of struggle in their learning.
- Differentiate instruction: Provide opportunities for advanced learners to engage with more complex material.
- Foster resilience: Teach students that learning isn’t about perfection—it’s about progress.
- Encourage risk-taking: Celebrate effort and curiosity, not just correct answers.
Underachievement isn’t always obvious. But by recognizing these patterns and making small adjustments in how we support students, we can make a world of difference.
Let’s ensure all students feel challenged, engaged, and fulfilled in their learning.
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