This paper reviews well-controlled experimental studies which have sought to enhance children's self-esteem in classroom settings. Different approaches are examined in six sections, namely, (1) curriculum packages directly aimed at self-esteem enhancement, (2) interventions aimed primarily at improving academic performance, (3) counselling interventions, (4) other forms of direct curriculum intervention, (5) changing teacher behaviour, (6) changing pupil behaviour. The paper concludes with a discussion of related issues and of the implications for classroom strategies to enhance children's self-esteem.
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