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Underachievement can be defined in several ways. The sub-group have chosen to define underachieving pupils as: 'pupils who are not disruptive or badly behaved, nor probably, amongst the most able pupils. They are seen as co-operative, often quiet and not problematic in either the academic or social sense. However, this profile means that they may become anonymous within the classroom and thus under-perform in relation to their academic potential.' Working with this definition means that the sub-group has not concerned itself with pupils with special educational needs or the most able pupils, although they note that it is possible for any group of pupils to underachieve. The problem of the academic underachievement of girls has been highlighted by researchers who have examined sex differences in the outcomes of school and higher education since the 1970s and explored how females experience learning (Paechter 1998). Maleness and education was not seen as a problem and many aspects of masculinity went unresearched...

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