Initial interest in the topic of self esteem and learning for children with SEN was brought about after seeing children removed from class for personal tuition with the SENCO during a professional placement. An initial thought prior to the research, that self-esteem could be damaged by singling out children by removing them from the classroom context, was proved flawed.

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It became clear through this research that one-to-one, or small group, work helped these children, as a professional could focus on academic and social progress in a concentrated way that backed up the efforts of the class teacher. K's behaviour was noticeably better in sessions with the SENCO as he became the focus and his needs could be met.

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L, possibly dyslexic, pointed out during her interview that she preferred the SENCO's room because 'it is quiet there and you can concentrate'. Inclusion is an issue in what was occurring in this particular school, but what was provided by the SENCO in the minds of these children, was valuable and enjoyable and most importantly served to provide the boost to self-esteem and a learning environment that met their needs.

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At Key Stage One (ages 5-7), peers seemed to be understanding and there appeared to be no negative connotations fixed to the 'disappearance' of fellow classmates for periods of the day. It would be interesting to extend this research into older year groups to see whether this is still the case.

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It is difficult often for a class teacher to try to raise, single-handedly, the self-esteem of one child, especially when the low self-esteem leads to disruptive behaviour as was seen from K. However, boosting the self-esteem of all children can be facilitated through small things that are revisited and reinforced.

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For example, giving individual children responsibility, as K was given membership of the School Council, and the chance to feel they are contributing, is an enormously powerful tool for anyone who feels low self-worth, and is arguably more useful than the use of extrinsic rewards such as stickers.

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Giving time to all children to formulate and give their answers, and finish work is difficult given the pressurised time of a classroom. Be that as it may, if any child, with or without the official label of 'SEN,' feels it is impossible to achieve, this will reflect in the quality of their learning.

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This might explain why K had difficulty in applying himself to his work. Circle Time, if time tabled regularly and given a valued place in the classroom can work wonders in raising the self-esteem of all children, promoting social skills, and can help the teacher to see individuals' needs (Mosley, 1996).

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A positive outlook from the child is crucial if they are going to believe they can succeed in the work presented to them, but this outlook must be modelled by the teacher in their interactions with each child.