There is a positive correlation between children’s self-esteem and their levels of attainment

Children will not use their full ability if their self-esteem is low

There is a correlation between self-esteem and children’s behaviour

The manner in which sanctions or disciplinary measures are used is crucial with regard to the child’s self-esteem

Self-esteem enhancement need not be inconsistent with good discipline in the classroom

There is a correlation between children’s self-esteem and teacher self-esteem

Teachers are in a powerful position to influence children’s self-esteem and in turn influence their achievements and behaviour.

Encourage a variety of inclusive group activities some of which are non-competitive

Use Circle Time as a core strategy

Instigate a positive behaviour programme and a systematic scheme of rewards

Monitor instances of bullying and take affirmative action to prevent it

Place value on whole group activities such as assemblies

Ensure that all pupils experience trust-building activities and similar work as part of PSD

Install a behaviour and reward policy which is consistently applied and on which students have been consulted

Monitor the PSD programme to ensure there are planned opportunities to develop assertiveness and positive self-concepts

Use outside organisations such as Education Business Partnerships to promote and recognise achievement of all types.
 

Use co-operative learning techniques to build team skills

Use decision-making exercises

Teach problem-solving tools and techniques

Refer to and use role-models from the pupils’ own experiences

Use trust-building activities

Teach active listening skills for giving and receiving

Use mentoring schemes with senior pupils 

Give regular information on progression routes in a planned, systematic way

Build in goals, interim targets and related tasks to action planning with pupils

Involve parents and/or other adults in goal setting

Promote and acclaim individual successes across a wide range of academic and non-academic achievements

Develop regular one-to-one reviews and individual action-planning sessions

Send students to the ’office’  when they are successful!

Discourage student comparisons with the other students’ work: focus on performance improvement

Break down steps to improvement into small realisable chunks

Provide formal feedback on performance through a variety of means
 

Analyse past performance, isolate successes and build on them

See your pupils and get to know them in different contexts

Avoid put downs

Develop a vocabulary and agreed principles for constructive feedback between pupils

Explore the concepts surrounding identity using collage, timelines autobiographies, scrapbooks etc.

Find something unique and positive about every pupil and let them know it

Provide opportunities  especially for boys  to express emotions

Use strategies such as hobby days or talks for pupils to display their real interests

Find an area where your pupil is guaranteed to succeed and promote it

Promote the successes of the school through PR

Encourage positive non-judgmental attitudes to counselling amongst staff

Develop staff awareness of positive reinforcement techniques

Use non-uniform and fancy dress days to allow pupils and staff to participate together

Enthuse staff to model the sorts of positive attitudes and behaviours you seek to support

Establish ’achievement’ days or weeks across the school and promote them through assemblies and form meetings
 

Provide opportunities to increase awareness of classmates, families, background and interests

Foster an identity within your class by emphasising collective achievements

Apply class and school rules fairly and consistently