The Death of the Feel-Good Factor?

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Abstract
The role of self-esteem in academic achievement has been one of the most controversial issues in educational psychology in recent years. A recent research review in this area has suggested that there is little evidence that self-esteem influences achievement in any meaningful way (Baumeister et al., 2003). However, there is considerable evidence to suggest that positive self-esteem should be pursued by educators as an important outcome in itself. This article examines the key issues and research findings in this important debate, and provides some insight as to the wider role of self-esteem in the facilitation of inclusive educational practices. It is suggested that whilst self-esteem plays an important role in the education system, practitioners need to be cautious in their approach to making children feel valued and worthy.

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