Self-esteem, well managed, is a powerful force for effective learning. Research has shown that good self-esteem is associated with analytical thinking, persistence, creative ability, social independence, stability and high expectations, and that the antecedents of positive self-esteem are found in parental models who provide firm guidance in the total process of becoming a responsible person. Students "at-risk" suffer from poor self-esteem and are in need of supportive and innovative education. Numerous studies and model programs have established the value of self-esteem programs in schools and communities. The primary factor in schools with successful self-esteem programs appears to be a faculty and administration dedicated to the belief that every student can learn and achieve and who care and are sensitive to the needs of those at risk for failure. Student empowerment through peer tutoring and counseling, cooperative learning, school/community service projects, and self-management programs are highly effective. Every school district should help its students develop self-esteem and personal and social responsibility as an integrated part of its total curriculum. (A diagram for developing positive self-esteem; a list of self-affirmations; and a self-evaluation form for social and personal responsibility are included.) (ABL)