Schools and Teachers: Preventing at Risk Students of Low Self-Esteem From Being Left Behind

1. Schools and Teachers: Preventing at Risk Students of Low Self-Esteem From Being Left Behind By Anthony Lebbad

2. Self-esteem and Schools • Schools can offer alternative support so that the child is equipped to develop a safeguard to cope with life stresses • It is a student’s self-esteem and resiliency to these contributors that affects their ability to succeed. • Self-esteem is generally considered to be a person’s measure of his or her own worth and competence (McDonnall, and Crudden, 2009). • Student’s belief in themselves and their abilities is a tremendous protective factor against the different components that put them at risk.

3. School Connectedness • Schools and teachers have the capabilities to help students harness and develop their self-esteem • Early interventions lead to gains for children, particularly those at risk of low achievement (Evangelou, Brooks, and Smith, 2007). • recognizing low self-esteem at an early onset or the factors that may contribute, teachers and schools can help an at-risk child further succeed • It is critical to recognize when a student is suffering from low self-esteem and as a teacher one should know different warning signs. • A student’s attitude toward school can have a significant effect on their self-esteem. • Relationships and interactions between youth and trusted adults are one of the key mechanisms through which healthy development occurs (Butts, Mayer, and Ruth 2005)

4. School Connectedness-Warning signs of low self-esteem • Schools and its teachers need to be aware that low self-esteem is quite common in students and know how to recognize it in order to help reach out to students Warnings Signs of low self-esteem in students • Unwillingness to take risks in different areas (social, classroom, athletics) • Tendency in a student to quit when facing a difficult or challenging task • Clowning to relieve pressure and to hide fear and lack of confidence • Bullying and aggressiveness-a child may feel vulnerable and responds by “going on the offense” • Denial, especially when students refuse to admit their unhappiness, insecurity, or intimidation • Procrastination in attempts to avoid a challenging task, or impulsive behavior to just ‘get the task over with’ (Mulholland, p. 36, 2008).

5. School Connectedness- Implementations • Teachers need to support students and inform parents of different warning signs of low or negative self-esteem. When parents are informed they can watch for the warning signs and be aware. • Children are in a school setting more waking hours during their day than outside of school or any other setting. Therefore, it is crucial to establish a connection for students to school. • In fact, higher school connectedness related to lower stress and higher social confidence (Rice, Kang, Weaver, and Howell 2008) • If teachers, coaches, guidance counselors, or administrators show an interest in a student and develop a relationship with them the student may feel more self-worth and motivation to strive further • Teachers can use classroom management routines that establish consistency in expectations in regards to student attendance and behavior (Cox and Williams, 2008) • Teachers may be trained to increase opportunities for students and their involvement within the classroom and school • They should reward students for their involvement, and encourage cooperative learning and interactions among students

6. Bilingual Students • For students who do not speak English as their first language, there is a connection to low self-esteem. • Struggles to stay on track or be typical of their peers are escalated through their attempt to adapt to another language • It is not uncommon for bilingual individuals with limited proficiency in English skills to be ignored by their English-speaking peers • Latino students make up the fastest growing group of students in school in the United States, currently at roughly 20%, and many of these students speak Spanish and report limited English Proficiency (Cavazos-Rehg and Delucia-Waack, p. 47, 2009) • Bilingual students may be mistreated or misunderstood by their teachers. They may often be treated as “babies” or spoken to in a condescending fashion because of their limited proficiency in English

7. Bilingual Students- School Implementations • Instruction to these students in their primary language may decrease the disparagement towards them and may positively influence their self-esteem • According to two separate research studies that examined Mexican American children and Chinese undergraduates at Canadian universities, those who saw themselves as biliterate reported higher self-confidence than their monoliterate and oral bilingual counterparts (Cavazos-Rehg and Delucia-Waack, 2009) • Yet, Just because some bilingual students may have a greater grasp in English proficiency and culture than others, it does not mean that those other students necessarily lack self-esteem • People that view their own ethnic group as favorable and maintain a union within that group can also be expected to have positive feelings about themselves and have high self-esteem

8. Bilingual Students- School Implementations (continued) • By conducting lessons that teach students about different cultures, typical English-speaking students may be more understanding and accepting of their bilingual peers. • If students are educated and thus considerate and sympathetic to the situation of the bilingual students, they in turn may be more socially accepting. • By making the bilingual students comfortable in the classroom, working to socially connect them to all students, and encouraging them to embrace their ethnic identity, a teacher can help further appreciate themselves and strengthen their self-esteem. • As teachers, it may be beneficial to include different multicultural aspects to a class. Students should be aware of the different ethnicities of students in their class and around the school • Teachers should also encourage those bilingual students to not let go of, but embrace their ethnicity

9. Student Exposure to Violence • The exposure to violence can have a serious negative impact on a child’s self-esteem • Children that either witness domestic violence or are victims themselves can cause severe impact to their behavior, health, and educational performance. • Signs on this are likely to be visible at school, including low self-confidence, withdrawal or anxiety, and behavioral difficulties (Byrne and Taylor, 2007)

10. Student Exposure to Violence- Recognition • Very necessary for school personnel to understand these potential signs, know just how to detect them, and how to provide the student with adequate help and support • Children that live within a violent home may imitate the behaviors they have been exposed to when they associate at school • Some specific problems at school may be difficulty getting along with others, fewer interests and social activities, isolation, rebelliousness, poor academic performance, and greater risk of drug and alcohol use • Some children who are exposed to violence early in life experience altered brain development, which might be demonstrated through exaggerated reliance on the “fight or flight” response, thus causing hyper-vigilance, difficulties sitting still, and learning problems (Byrne and Taylor, 2007).

11. Student Exposure to Violence- Implementations • Schools have the ability to act as an ally for these students and provide a basic protection • But many teachers lack the ability to recognize and deal with a students’ exposure to violence. • Teachers need to be trained in these key elements associated with violence: (1) recognizing the signs and symptoms of domestic violence (2) how to deal with situations encountered during home visits or in school (3) multi-agency training clarifying individual roles (4) how to support both victims and perpetrators of domestic violence (5) helping children deal with the impact of domestic violence in their lives (Byrne and Taylor, 2007). • When teachers and schools are supportive and establish a connection for a student, the child may feel less need to use anger and have a lower level of trait anger (Rice, Kang, Weaver, and Howell, 2008)

12. Student Exposure to Violence- Implementations (continued) • Schools could train teachers by requiring provision through curriculum subjects of Heath, Social, and Religious Education • Schools could also prepare staff by using role-playing skits and creating a worry box for pupils to use if they had concerns • Knowing where to go and that the teacher is supportive of the student can really go a long way for a child suffering from exposure to violence • This is because students may feel trapped or alone and have such low self-esteem making it pivotal for the school to reach out and provide support • Teacher alertness regarding student appearance, behavior, parental contact, and academic progress within and outside of school is crucial to preventing and protecting children from violence and abuse (Byrne and Taylor, 2007)

13. Disabilities • Children with disabilities may have a higher risk for low self-esteem because there is a lot of emphasis placed on trying to ‘fix’ what they cannot do, like walking speaking, reading (Mulholland, 2008) • Children naturally compare themselves to other children in situations of academics and athletics • Since children of disabilities may have deficiencies in these areas, their comparisons can create a negative self-esteem • Self-esteem has been associated with positive outcomes for people with disabilities who were served by the vocational rehabilitation system (McDonnall and Crudden, 2009).

14. Disabilities- Implementations • These students should be given the opportunity for a variety of work experiences while they are in school so that they will have more networking and references that can help them get a job, which could otherwise be difficult obtaining on their own because of their disability. • Schools should give these students the opportunity to explore different types of assistive technology in order to determine what will be the most helpful to them and should provide them with training and equipment to assist them in the school and/or work environment (McDonnall and Crudden, 2009). • Tips to Help boost self-esteem in a child with a disability: • Teachers should help a child feel competent by celebrating and acknowledging his or her skills • Enhance a child’s self esteem by improving their problem solving skills • Recognize and celebrate effort not just success • Provide a child with opportunities to help others (older relatives, neighbors • Treat mistakes as opportunities to learn and grow (Mulholland, 2008) • Find ‘islands of competence’ and focus on the child’s natural abilities. Parents and teachers alike need to be supportive and enthusiastic about their children’s unique strengths and passions. • “A child’s self-esteem comes from what they are good at. Make time for them to develop their special qualities. It is vital that children with disabilities fell competent and beyond their disability” (Mulholland, p. 37, 2008).

15. Emotional Intelligence • By using emotional intelligence, teachers can understand students’ individual feelings and recognize when a particular student is frustrated, excited, preoccupied, confused, upset, etc. -This can help keep them on track and feeling positive. • Educators that promote emotional intelligence skills emphasize the value of positive individual differences, promote the learning of teamwork and problem solving skills, and empower children to gain positive social skills. • These social skills boost student relations, mutual respect, and engagement in classroom learning (Kaufhold and Johnson, 2003)

16. Emotional Intelligence- Implementations • It is essential that teachers are conscious of their students’ emotional intelligence but also their own personal emotional intelligence • The motivation, excitement, enthusiasm, and care of a teacher will really rub off on a class • When a teacher is aware of sensitive times in the brain’s development that affect emotional development in students it may help guide the teachers to set high self-esteem levels in children at a young age • A teacher’s ability to connect with students individually, excite them, and show empathy towards them can really help develop a student’s interest in school and self-esteem. (Helm, 2007)

17. Instilling Leadership/ Community Connectedness • Adolescent self-esteem and resilience increase when they engage in meaningful, positive contributions not just in school, but also to their community (Grothaus, 2004) • Meaningful and positive activities should take place within school as much as possible, but when students are out of class they should continue their positive involvements • By creating a network between schools and organizations like the YMCA, Boy Scouts and Girl Scouts, there can be a valuable connection within a community • Teachers and schools should encourage extracurricular activities, events, charities, and organizations.

18. Instilling Leadership/ Community Connectedness • So many organizations can involve serving the common good and promoting the welfare of local, national, and world communities and empowering others to also make a life long commitment to the cause (Grothaus, 2004) • Teachers can help promote such an idea and advocate for it to help promote the welfare of communities • Programs like this contain many aspects or basic goals, which can help develop high self-esteem • All youth are capable of growing up properly and avoiding trouble if they can be attached to a variety of social resources that facilitate healthy development and discourage harmful behavior (Butts, Mayer, and Ruth, 2005). • Teachers and other school personnel are tremendous factors that can encourage a child to engage in meaningful activities, influence students to strive for goals, excite and enthuse children to learn, and develop and maintain students’ self-esteem.

19. Conclusion • Children are exposed to all sorts of different factors that can contribute to a detriment in self-image and perception • Low self-esteem may cause children to engage in unsafe behaviors, lose interest in school, feel helpless and lost, and give in to pressures they may otherwise show resiliency towards. • Having high self-esteem, in contrast, may be an asset that protects youth from negative outcomes associated with risk exposure (Fergus and Zimmerman, 2005) • Fostering school connectedness with children and relationships between school faculty and students can contribute to a student’s interest and self-esteem in school.

20. Works Cited