Improving Low Self-esteem in Teenagers: Strategies and Interventions

This article discusses three recommended strategies to improve low self-esteem in teenagers, including growth-fostering mentoring relationships, multiple important group memberships, and physical activity intervention. It also highlights the importance of self-esteem in teenagers and the negative effects of low self-esteem on their social and academic life.

Running Head: IMPROVING LOW SELF-ESTEEM IN TEENAGERS 1
Three Recommended Strategies to Improve Low Self-esteem in Teenagers
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Introduction
The most crucial part of one’s life is the adolescence stage. Teenagers are at the apex of
their life and during this period a lot of changes (biological, physical, emotional, and social)
takes place. It is during this period that many teenagers develop issues with their self-esteem.
Self-esteem refers to how someone feels about their personal self-worth. It is connected to social
identity perspective and the construct of self-concept (Liu et al., 2015). It also involves the
manner in which an individual perceives or thinks about themselves. Many teenagers are battling
low self-esteem issues. Usually, they devalue themselves, feel incompetent, and unlovable hence
withdrawing themselves from the public. Teenagers with low self-esteem participate in
dangerous behaviors such as impulsivity, delinquency, and unsafe sex (Iancu et al., 2015).
Similarly, their performance in school and relationship with parents, teachers, and peers
deteriorates. As such, it becomes important to come up with an intervention to curb the
increasing cases of low self-esteem in teenagers. Therefore, this paper pinpoints that growth-
fostering mentoring relationships, multiple important group memberships, and physical activity
intervention can greatly improve the self-esteem of teenagers.
Strategies that can improve low self-esteem in teenagers
a) Growth-fostering mentoring relationships
Adolescents struggling with low self-esteem issues suffer from substance abuse, anxiety,
and depression (Iancu et al., 2015). Girls are likely to suffer more from low self-esteem
compared to boys due to high expectations and achievement pressure that society has laid on
them. Usually, the American values focuses on upward mobility and competitive individualism.
As such, Americans are individualists who are self-focused. Nevertheless, Liang et al., 2016

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showed that Americans are relationally influenced people despite their individualistic strivings.
The authors stated that individuals who engage in actions of helping others are less likely to
succumb to social comparison and pressures of competition. As such, “caring, supportive, and
growth-fostering relationships” by adults (parents, teachers, school staff, and other mentors)
leads to improved self-esteem (Liang et al., 2016). It has been shown that in an empathic, caring,
and attentive relationship, the self-esteem of young people is enhanced. Therefore, mentoring
relationships are crucial in fostering positive wellbeing, development, behavior competence, and
self-esteem. The following qualities has been identified by the authors to be key in growth-
fostering mentoring relationship, “mutual empathy and engagement, authenticity,
empowerment/zest, and ability to deal with conflict or difference” (Liang et al., 2016).
Essentially, a strong correlation exists between mentoring relationships that are geared towards
fostering growth and improved self-esteem. The adolescents are able to engage in socially and
personally purposeful activities hence healthier sense of self.
Rodríguez-Planas believes that mentoring programs can backfire in the long run and the
end result might be worse than the beginning (Rodríguez-Planas, 2014). He claims that
mentoring programs may make the participants more conscious of their disadvantages hence
feeling of disappointment may creep in. Consequently, they may engage in risky behaviors. He
states that, “the programs aim at improving non-cognitive and social skills than their academic
performance” (Rodríguez-Planas, 2014). Nevertheless, though his statements may have some
truth in it, fostering a mentorship relationship has been proved to enhance the self-esteem of
teenagers.
b) Multiple important group memberships

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Involvement in substantial social groups significantly boosts individual self-esteem. It
promotes a sense of self-identity and belonging. Most teenagers suffering from low self-esteem
usually lack sense of belonging. Every human being has an emotional need to belong to a certain
group. When a person is a member of multiple social groups, his or her self-esteem is likely to
increase and also have better psychological well-being (Jetten et al., 2015). Most of the teenagers
having low self-esteem issues, all they need is a sense of security and “a ground to stand upon”.
Lucky enough becoming a member of an important group that has influence especially in High
school or college can improve their self-esteem. Jetten and his co-authors points that, “collective
self-esteem acts as basis for personal self-evaluations and personal self-esteem”. When a
teenager starts viewing the world in glass lens of others, he or she tend to have a different
perception of life. In turn, they start valuing themselves highly. Additionally, the authors went on
to illustrate the importance of having “multiple important social interactions”. Teenagers who
have several social ties with different kind of people, they feel accepted and important, hence
they do not fall into depression. As such, it is important to encourage adolescents battling low
self-esteem to join various social groups. By sharing and spending time with others whom they
view as more important, they will feel valued. Consequently, they will feel a sense of belonging
and self-worth hence improved self-esteem.
Nevertheless, Owuamalam & Rubin, (2014) showed that the social group in which an
individual belongs may determine the self-esteem of the participants. For instance, individuals in
lower-status-groups are looked down upon by those in higher-status groups. The authors showed
that “low status group (psychology students) are viewed less intelligent by the high status
counterparts (junior doctors)”. As such, to prove their worth, the low status group “express a
greater intention to help the high status group” (Owuamalam & Rubin, 2014). As such this lower

IMPROVING LOW SELF-ESTEEM IN TEENAGERS 5
perceptions of a group may make the participants feel less important than the rest. This is
basically due to intergroup comparisons (Kraus & Park, 2014). This may affect teenagers
negatively making them to lose sense of self-worth. Nevertheless, on a brighter side, the
intergroup comparisons can create a leeway through which the lower-status groups engage in
social competition or individual mobility hence enhancing their status. In the long run, the end
result will be development of a positive social identity and self-esteem (Jetten et al., 2015).
c) Physical activity intervention
Physical activity intervention plays a significant role in offering physiological and
psychological benefits. Also, Liu et al. (2015) showed that physical activity as well improves
one’s self esteem and self-concept. According to the authors, “low self-esteem in teenagers and
children affects mental status and leads to health compromising behaviors such as suicidal
ideation”. Additionally, it leads to “poor health and criminal behavior”. Most teenagers who are
overweight have low self-esteem due to ridicule they receive from others. As such, engaging in
exercise can significantly enhance weight loss. Liu et al. (2015) illustrated that physical activity
is an effective method that boosts self-worth and self-concept in juveniles and adolescents.
Similarly, physical activity (both moderate and vigorous-intensity) makes one attain physical
fitness and body image they desire. This also influences the mental health and social life of an
individual positively (Sani et al., 2016).
In contrast, Van et al. (2016) argued that physical activity decrease greatly in adolescence
stage. Meaning that it difficult to determine how being active and engaging in exercise
influences self-esteem. He documented that, “no significant change was observed between
physical activity and self-esteem over 1-year period” in grade 9 teenagers. However, regardless
of decreased physical activity in teenagers, numerous studies have shown that students who

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actively participate in physical activities have better self-worth, self-concept, and self-esteem
(Ahmed et al., 2017).
Conclusion
Numerous teenage girls and boys are struggling with issues of self-esteem. This affects
their social life and academic life. As such, it is important to identify ways through which the
self-esteem of these social group can be improved. It has been proposed that growth-fostering
mentoring relationships, encouraging teenagers to join multiple important group memberships,
and engaging in physical activity can significantly improve their self-worth, self-concept, and
self-esteem. Although some authors have brought forth some counter argument to these
strategies, there is a diverse body of knowledge and research showing their applicability in
improving self-esteem of teenagers.

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