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An Alternate Way To “Feel Good”: Interventions To Promote Self-Compassionate Students And Classrooms, Jessica Lloyd-Hazlett, Megan Maestri

The William & Mary Educational Review

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.