They reported two ways friendships might interfere with academic success. The majority of boys interviewed said that their friend group interfered with academic success. Family issues diverted attention and resources away from those with less obvious specialized needs. Three of the boys reported divorced parents, and one reported having a mom who recently had to go back to work, leaving him suddenly with less oversight and care, compounded by having a special-needs brother. Family problems made it more difficult for the boys in this study to get the support and emotional environment needed to thrive. Being underchallenged meant that the external motivation to pull things into shape was missing, compounded by the absence of support, or even awareness that supervision was required to support proper development. Participants had difficulty with time management and organization and were at a loss for how to make needed changes. Procrastination was a universal theme, along with not wanting to do any schoolwork outside of school hours. Learning to manage oneself was a problem for all. While recognizing the importance of homework, they were more motivated to pursue other activities and weren’t really into their homework. They placed greater value on their efforts outside of school than their formal education. All of the boys spent much time outside school with hobbies and extracurricular activities, including sports, robotics, and performing arts, as well as watching television. Feeling insufficiently challenged negatively affected self-esteem, especially when self-worth was tied to academic accomplishment, resulting in perfectionism and procrastination for some. All the boys felt unchallenged in their schooling, noting that this persistent experience eroded their values and beliefs about education and their own future goals.
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