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Using Harter's theory of coping with discrepancies between performance and standards, we distinguish four strategies: (1) working hard and committing to standards, (2) lowering standards, (3) seeking support from significant others (i.e. parents and teachers), and (4) avoiding comparisons with significant others (i.e. peers). Although self\u2010talk emerged as an important component of all four strategies, it was employed both adaptively (e.g. to preserve the students' belief in their own academic capacities) and maladaptively (e.g. to devalue the importance of learning). The students relied most strongly on support from their parents; teachers and peers were more likely to be seen as threats to self\u2010esteem. Strategies of teachers and parents to encourage adaptive coping with recurrent academic failure are confirming the student's self\u2010worth, explaining dyslexia, showing faith in the student's capacities, fostering adaptive self\u2010talk, providing educational treatment, and preventing teasing and bullying. Besides that, teachers and parents should cooperate. Copyright \u00a9 2007 John Wiley &amp; Sons, Ltd.<\/jats:p>","DOI":"10.1002\/dys.352","type":"journal-article","created":{"date-parts":[[2007,10,15]],"date-time":"2007-10-15T16:46:54Z","timestamp":1192466814000},"page":"314-333","source":"Crossref","is-referenced-by-count":57,"title":["Coping with academic failure, a study of Dutch children with dyslexia"],"prefix":"10.1002","volume":"14","author":[{"given":"Elly","family":"Singer","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2007,10,15]]},"reference":[{"key":"e_1_2_1_2_1","volume-title":"Manual for the child behavior checklist\/4\u201018 and 1991 profile","author":"Achenbach T. M.","year":"1991"},{"key":"e_1_2_1_3_1","volume-title":"Manual for the teacher's report form and 1991 profile","author":"Achenbach T. 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