While well intentioned, conflation of self-esteem and wellbeing within the classroom has contributed to inflated grades, overreliance on accolades, and frustrated efforts to promote “feeling good” over building competence. The current paper suggests self-compassion is a viable alternative to the construct of self-esteem that shares significant overlap, but also transcends inherent shortcomings a focus on self-esteem creates. Classroom interventions to promote self-compassion, such as the blessings exercise, relaxation techniques, gratitude visits, and savoring, are outlined, as well as important cultural and developmental considerations.
Lloyd-Hazlett, Jessica and Maestri, Megan
"An Alternate Way to “Feel Good”: Interventions to Promote Self-Compassionate Students and Classrooms,"
The William and Mary Educational Review: Vol. 1
, Article 6.
Available at: http://publish.wm.edu/wmer/vol1/iss1/6