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An Alternate Way to “Feel Good”: Interventions to Promote Self-Compassionate Students and Classrooms

Lloyd-Hazlett, Jessica
; 
Maestri, Megan
Abstract
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.
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2013-05-01
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The William & Mary Educational Review
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https://scholarworks.wm.edu/cgi/viewcontent.cgi?article=1081&context=wmer&unstamped=1
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self-esteem, self-compassion, classroom interventions
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https://scholarworks.wm.edu/handle/internal/19479
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