Emotional strategy to improve self-esteem in basic Education Students

Abstract

Introduction: Strengthening self-esteem and socio-emotional development have become essential components of contemporary education. In Ecuador, elementary school students face difficulties managing emotions, tolerating frustration, and participating confidently in school activities. Materials and methods: This research was conducted using a mixed-methods approach at the Armed Forces Combatants Educational Unit of Tapi COMIL No. 6 (Riobamba, Chimborazo), with 31 sixth-grade students. Direct observation of socio-emotional behavior in the classroom and diagnostic surveys were used to identify emotional and relational needs. Results: 58% of the students expressed insecurity when participating in academic activities; 65% showed low frustration tolerance; 68% reacted impulsively to conflicts; and 52% showed difficulties with cooperative work. A structured emotional strategy was designed in three phases, inspired by the Tremont Three Mountains Method (Surrender, Transform, and Rebirth), integrating reflective activities, cooperative dynamics, and mindfulness exercises. Validation by five specialists achieved an average rating of 92.6% (theoretical coherence 4.8/5; contribution to socio-emotional development 4.8/5; feasibility of application 4.5/5), confirming its relevance and pedagogical viability. Discussion: The findings align with international studies that highlight the importance of socio-emotional development for academic performance and school climate. The strategy is based on Vygotsky (social interaction), Piaget (concrete operational thought), and Ausubel (meaningful learning). Conclusions: The proposed emotional strategy constitutes a relevant educational alternative for strengthening self-esteem, improving school climate, and promoting the socio-emotional development of elementary school students.