ABSTRACT
This chapter provides several factors that may combine to reduce levels of self-esteem, namely poor social skills; behavioural issues which are misunderstood; limited academic success. Developing higher levels of self-esteem may be achieved by treating all pupils with respect, regardless of difficulties, expecting the same response from all members of the class; setting attainable targets so that the pupil achieves success. It also ensures that work is differentiated appropriately; displaying the pupil's work alongside that of his/her peers; rewarding success in an appropriate way, e.g. praise, stickers, stamps; acknowledging the effort required to complete a task; commending good behaviour with low-key comments; and implementing behavioural management programmes which provide opportunities for success. Self-esteem encourages the pupil to be part of the Individualized Education Program, (IEP) process sharing the pupil's success, academically or otherwise, with his/her parents through comments, certificates; employing strategies to enable the pupil to develop and maintain friendships, e.g. small-group work, buddy systems.
