Recognising self-esteem in our pupils: how do we define and manage it?

This article explores issues surrounding inconsistencies in the identification and the definition of self-esteem as well as querying the very presence of self-esteem in the United Kingdom-based classroom. It seeks to examine how increased self-esteem leads to increased academic achievement and identifies whether there is a mismatch between teachers’ and pupils’ judgements of self-esteem. Furthermore, the way in which low self-esteem is managed within the classroom is discussed, as well as how self-esteem could be recognised and measured. Finally, the context of inclusion is considered, emphasising the practice of ability grouping and its impact on self-esteem.