Abstract
This article considers links between self-esteem and resilience, and suggests implications for teachers and schools. A two-dimensional model of self-esteem is employed as a theoretical framework to revisit a range of factors frequently associated with internal resilience. It is argued that because of the way in which self-referent characteristics have been conceptualized in the past, the links between self-esteem and resilience may have been underestimated. Following discussion of the theoretical issues, suggestions are made about to how this model of self-esteem can provide schools with a conceptual framework to help inform resilience-based approaches to support vulnerable children.
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