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If you are looking at this Padlet then someone felt that it may be helpful for you or a young person you care for. We have grouped the information into sections to help you find out what you need the most!

What is self-esteem?

Resources to improve self-esteem for children (Aged 7-11)

Resources to improve self-esteem for teenagers (Aged 12-17)

Resources for parents and carers

Famous people with neurodivergent/physical health condition

Scroll down to find each section, and then scroll right within the section to see the resources!

Clicking on a picture in the box will take you to a webpage or video, or it will make the image larger so that you can read the information easier.

When you have finished, click the X in the top left hand side to get back to the Padlet!

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Sometimes, being neurodivergent or having a physical health condition can make young people feel different from their peers. This can lead them to think negatively about themselves and develop low self-esteem. Seeing well-known people with similar conditions, and hearing about their experiences, can help young people feel seen and understood. Learning about these individuals’ achievements can also empower young people to believe that they can also do great things in life and are not limited by their conditions.

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Advice on building confidence and self-esteem 

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Advice on building confidence and self-esteem 

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Always putting yourself down? Or feel like you have no confidence anymore? You're not alone - lots of people feel like this sometimes. But there are loads of ways to boost your confidence and self-esteem with our top tips.

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Self-esteem is how we think and feel about ourselves.

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We think and feel about ourselves is likely to be positive.

This might include:

Liking and valuing ourselves

Believing in ourselves and the things we can do

Believing we deserve to be treated well by others

Believing we deserve to take care of ourselves

Feeling able to try new or difficult things

Believing we can cope with change and challenges

Feeling able to stand up for ourselves

Believing we matter and deserve to feel good about ourselves

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Why do some people have high self-esteem? 

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Why do some people have high self-esteem? 

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These experiences might have a positive effect on our confidence and self-esteem

Being treated with kindness and respect

Having a strong support network

Feeling heard and supported

Getting good feedback on how we're doing in school or college, work or other activities

Learning new things

Positive interactions on social media

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We might think and feel about ourselves in a more negative way.

This might include:

Feeling bad about ourselves and not liking ourselves

Thinking we're not good at anything

Worrying about how we look or what others think about us

Avoiding social situations and certain activities

Not feeling good enough

Giving ourselves a hard time

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Why do some people have low self-esteem? 

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Why do some people have low self-esteem? 

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These experiences might have a negative effect on our confidence and self-esteem:

Problems at home, school or college

Problems in our relationships or friendships

Negative interactions online or face to face

Worrying about things we see on social media or the news

Pressure from ourselves or others, especially things like exam stress

Struggling with our mental health or our feelings

Struggling with our physical health

Struggling with puberty or our menstrual cycle (period)

Being bullied

Being abused

Experiencing something traumatic or frightening

Losing someone important to us

Experiencing discrimination

Difficult feelings and experiences from the pandemic

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Video: "I Like Myself" Storybook Read Aloud 

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Video: "I Like Myself" Storybook Read Aloud 

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I Like Myself – 💖 Motivating read aloud for your unique one's self esteem!

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Video: 10 Ways to Build Self-esteem for Children

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Video: 10 Ways to Build Self-esteem for Children

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Self-Esteem For Kids - 10 Ways To Build Self-Esteem & Self-Confidence

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Information for 11-18 year olds on confidence and self-esteem

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Are you struggling with how you feel about yourself? Our information will help you understand why and give you tips to build your confidence and self-esteem.

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WHAT I WISH YOU KNEW: A Neurodivergent Teen’s Guide to Identity, Belonging & Self-Esteem 

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WHAT I WISH YOU KNEW: A Neurodivergent Teen’s Guide to Identity, Belonging & Self-Esteem 

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Resources for autistic teenagers to help understanding themselves 

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Resources for autistic teenagers to help understanding themselves 

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The Know Yourself series is a set of free resources which includes videos and downloadable guides aiming to support you and others like you to understand what being autistic means.

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Your Internet Explorer 11 browser is not supported by this site. Please upgrade to a recent browser for the best experience.

The Know Yourself series offers free resources (videos, PDFs, worksheets) to support autistic teenagers in understanding what being autistic means to them.

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The Know Yourself series offers free resources (videos, PDFs, worksheets) to support autistic teenagers in understanding what being autistic means to them.

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Book: The self-esteem workbook for teens 

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Book: The self-esteem workbook for teens 

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Book with different stories and exercises to help teenagers build confidence

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Video: ADHD And Low Self-esteem - How To Overcome It

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Video: ADHD And Low Self-esteem - How To Overcome It

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Advice for teenagers on how ADHD affects self-esteem, and what we can do to boost confidence.

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ADHD And Low Self-esteem - How To Overcome It

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Workbook for young people with low self-esteem

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Workbook for young people with low self-esteem

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Self-esteem and confidence self-help workbook

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Video: Self Esteem – an introduction for young people

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Video: Self Esteem – an introduction for young people

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Northamptonshire Healthcare NHS Foundation Trust (NHFT)

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Self Esteem – an introduction for young people

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Workbook: You're a Star - A Child's Guide to Self-esteem 

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Workbook: You're a Star - A Child's Guide to Self-esteem 

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Available to borrow from the psychology team library

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CHADD resources for parents on self-esteem in ADHD children

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CHADD resources for parents on self-esteem in ADHD children

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Build Self-Esteem in your Child with ADHD - CHADD

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Join the discussion. Your child forgot to turn in his homework. Again. He struggled with organizing information into an assigned report. He works five times as hard for a passing grade as his schoolmates do. He talks too much, interrupting his peers, and is ostracized on the playground. He comes home feeling sad and withdrawn.…

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Book: Just Ask!: Be Different, Be Brave, Be You 

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Book: Just Ask!: Be Different, Be Brave, Be You 

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This book is about celebrating kids with different abilities. The writer wrote about children with all sorts of challenges, and the special powers those kids have.

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Book: Aaron Slater, Illustrator (The Questioneers)

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Book: Aaron Slater, Illustrator (The Questioneers)

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This book is about a young boy who dreams about writing stories but struggles with dyslexia. He discovers that he can share his voice and tell stories in his own unique way, and his learning difference doesn’t define him.

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Resources on how to build boys' self-confidence 

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Resources on how to build boys' self-confidence 

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How to Build Boys’ Self-Confidence - Child Mind Institute

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Boys’ self-confidence can be undermined by gender stereotypes, too. How to help them handle competition and bullying, and express feelings.

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Helping young people to understand their autistic identity

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Helping young people to understand their autistic identity

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Rebecca Duffus is an Advisory Teacher working with students and educators in mainstream and specialist schools, plus local council and education services. Here, Rebecca discusses the importance of supporting young people to understand their autistic identity.
Research shows that having a positive understanding of your autistic identity is an indicator of higher self-esteem and wellbeing as an adult. (Corden, Brewer & Cage, 2021 and Cooper, Smith, & Russell, 2017). Yet, when do we teach this?

So often, autistic young people are told to stop stimming, taught neurotypical 'social skills' and disciplined because of characteristics directly related to their autistic identity. We need to be actively promoting autistic pride and creating communities where autistic young people can understand their strengths and have their needs catered for.

What is autistic identity?

Many autistic individuals discuss the term 'autistic identification' as affirming and valid, in place of 'diagnosis', which is steeped in medicalised language (and often difficult to access) (Sandland, 2022). Referring to autistic identity means an individual can acknowledge all the parts that make up their identity as a whole, and the core autistic characteristics that are integral to who they are.

There is also strength and solace in a shared identity. Much of what has been shown to increase wellbeing and reduce anxiety is finding your place in a community of like-minded people, such as with other autistic or neurodivergent folk.

However, so often I will meet a young person who is at crisis point, and ask the team around them if they have an understanding of their autistic identity, to be told 'No'. They may have been told about their diagnosis but been given little support to understand what this means, nor had the opportunity to meet other autistic young people, therefore being left feeling isolated, which can also impact their mental health.

What can we do to increase understanding of autistic identity in young people?

When a young person gets a diagnosis, the parents may be offered parent programmes, and the school may be offered training, but what does the actual autistic person get? In many cases, young people are not given the opportunity to explore their autistic identity. In an ideal world, a young person would be aware of autism at the start of their autism assessment process and then be able to build their understanding on this topic gradually and over time, with the support of understanding adults.

It is never too late to support a young person in developing a better sense of self. I have worked for a number of years doing just this, through clearly structured sessions, together creating a personalised book all about them. The Autism, Identity and Me Workbook for young people was created to become the individual's unique story, using visual prompts to positively explore their personality and interests, feelings of difference and what this means to them. The book also features other autistic individuals, providing peer representation, and a template toolkit.

When to have these conversations?

Children have different rates of cognitive development, and 'identity' is an abstract concept that can be challenging. Many children will start to notice differences between themselves and their peers and this often shows they are ready to have these discussions, but some children, won't ever talk about this.

Claire Sainsbury states 'any child who is old enough to understand a simple explanation.... is old enough' (Sainsbury, 2010). Likewise, research has found that when children know nothing about their diagnosis, they can have a very negative perception of themselves (Miller, 2015 and Punshon et al 2009).

Who is best placed to have these conversations?

If you are the young person's parent or carer, it is likely that you will have your own thoughts and feelings about this whole process. You may have battled for years to try and get an autism assessment or are carrying the weight of comments from 'well-meaning' family members or professionals. There may be layers of guilt or worry over whether you are doing the best for your child. I have worked with many, many families over the years and I can tell you this is all 'normal', whatever that means!

Remember our emotions are often contagious: if we are feeling highly anxious, those around us may well mirror these feelings or behaviours. Always consider whose needs you are meeting - if you are doing this because you feel you ought to, but really don't feel prepared - it might be best to let someone else take the lead (perhaps someone from school), while you access support and develop your own understanding of autism. The Autism, Identity and Me Guidebook explores this in detail and could be a good starting point.

It is important that the supporting adult is able to keep calm, give enough processing time and speak about autism very positively.

The role of the chosen adult should be:

a reassuring presence (with reduced verbal input)

to support with processing (providing additional visual tools or methods that work for that young person)

to provide examples to help the young person identify with the features discussed.

If you are a professional leading these conversations (in advance of the session), you should start planning and information gathering alongside parents. The resources section of the Guidebook has tools which can be used in an informal meeting with parents/carers and key adults.

Top tips to consider:

Choose the right time: if the young person is absorbed in their interests, or

focused on something that has happened, it may not be the right time.

Allow processing time

Don't talk too much

Use the young person's name to cue them in

Sit side by side

Consider the environment: would they prefer to be somewhere familiar? Think about the sensory input such as lighting and sounds.

Use visuals to support complex concepts

Use specialist interests to engage your child/young person in the topics

Have a plan for follow up questions : It's OK to 'park' the question or give the young person a kind of 'holding message' - better this than to give a rushed answer that they later find confusing or unsettling.

Adapt your plan for your young person: consider concentration and processing times. Some young people may prefer to sit down for an hour, others may want short 10-minute bursts of information. Be flexible!

Giving young people the space and time to explore and embrace their autistic identity, in a way that is positive and empowering, is essential for their sense of self and belonging.

Further information

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Helping young people to understand their autistic identity

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Rebecca Duffus discusses the importance of supporting young people to understand their autistic identity

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How to build confidence in your autistic child

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How to build confidence in your autistic child

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Why confidence is important for autistic children and teenagers

Autistic children and teenagers who are confident can cope better when things go wrong. They're less likely to feel afraid in new or unexpected situations.

But children and teenagers with low confidence can be upset when they face difficulties. They might be less likely to try new things. They're more likely to be hard on themselves and might think they 'can't do anything right', regardless of their ability.

Confidence grows when children and teenagers have success and understand that they're good at things. By paying special attention to your child's strengths, you can develop and strengthen their confidence.

The difficulties and challenges that autistic children and teenagers face often become the centre of attention. But they also have strengths, interests and abilities. Building their confidence by focusing on what they're good at is especially important and helpful.

Identifying strengths in autistic children and teenagers

Here are some tips to help you recognise your child's personal strengths:

Think about your child's interests and write down the things your child likes to do for fun. It might be sport, computer activities, puzzles, reading, Lego, dancing, singing, cooking, caring for pets, or spending time with some special people.

Watch your child interacting with other children in different settings, like at home, child care, kindergarten or school. Ask yourself, 'What kinds of things does my child enjoy doing with others?'

Pay particular attention to how your child relates to others, including you. Look out for things your child is good at. It might be sharing, taking turns or waiting.

Notice when your child follows your instructions well, or does things without you having to ask. In younger children, this might be putting toys away and helping to dress themselves. In older children and teenagers, it might be making the bed and helping to put the laundry away.

Special interests: strengths for autistic children and teenagers

Many autistic children and teenagers have special interests. You can see these as strengths and use them to improve your child's learning and social skills.

For example, you could use a child's:

interest in cars or trains to teach them counting, by counting pictures of cars or trains

enthusiasm for water to teach them self-help skills, like taking a shower or bath and washing hands

love of animals to develop an interest in reading, by looking at books about animals with them

interest in a TV or movie character to develop skills for managing emotions - 'When Harry Potter feels angry or upset, he finds a quiet place and takes three deep breaths'.

You can also use your child's special interest to encourage and develop friendships. For example, if your child has a special interest in computers, they might find it easier to relate to another child with the same special interest.

Building on strengths in autistic children and teenagers

Here are some ideas to help you with developing personal strengths, interests and talents in your autistic child.

Personalised strengths book
A personalised strengths book is a book about your child. It could include:

what your child likes to do

what your child is good at

what makes your child happy

who your child likes to spend time with and what they do together

what your child is currently learning

what your child wants to be when they grow up.

Strengths cards
Strengths cards are cards that illustrate different strengths, qualities or abilities. You can buy them, or you could make your own with your child.

To make them, cut out pictures from magazines or the internet that show various strengths. Stick the pictures on cardboard. You could include strengths like 'I am brave', 'I am easy to get along with', and 'I am a good listener'.

Here are a couple of ways you can use the cards:

Spread the cards out and ask your child to choose one card for themselves and one for each person in your family. You could also ask other family members to choose a card for your child. Spend time talking about the strengths with your child and the situations where your child shows these strengths.

Put the cards in a colourful bag. Each week ask your child to draw a card from the lucky dip. Throughout the week, notice and reward your child with praise and a sticker whenever they show this strength.

Social stories
Social stories are stories that explain social situations to autistic children. You can also use them as creative ways to celebrate your child's successes and talents. For example, you could write a social story about your child's successes or talents and include related photos or work samples in it. This creates a positive record that helps your child understand their strengths and value.

Physical activities
Physical activities can build your child's confidence by giving your child a sense of achievement when they master new skills. If your child does these activities with others, they can also be a good way for them to practise social skills.

Drama classes
Drama classes can give your child the opportunity to learn about feelings and interact with peers. Because drama classes are structured, they might cause less anxiety for your child. And role-play can give your child the opportunity to practise social skills and build confidence.

Everyone loves praise, and children love it most of all. So praise and encouragement are powerful ways to help your child feel valued and strengthen their confidence. Praise your child's effort, and describe exactly what it is that you like. For example, 'Wow! You've really worked hard at building that house', or 'I really appreciate how you helped to unload the dishwasher'.

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Building confidence: autistic children and teenagers

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Autistic children and teenagers who are confident can cope better when things go wrong. They're less likely to feel afraid in new or unexpected situations. But children and teenagers with low confidence can be upset when they face difficulties. They might be less likely to try new things.

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Guide for parents on how to build self-esteem in young people 

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Guide for parents on how to build self-esteem in young people 

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As parents and carers, we cannot prevent our children and young people from going through some hard times. But we can be a big part of supporting them to develop the self-esteem that makes them more able to cope.

Having good self-esteem is an important part of having good mental health. This is because it helps us to feel good about ourselves and our life, as well being one of the things that can get us through tough times.

Feeling loved, supported and valued by a parent or trusted adult is an essential part of having good self-esteem. So remember how much you're doing every time you hug your child or young person, tell them you love them, spend quality time together or ask if they're okay.

On this page, you can find information and advice to help you feel more confident about supporting your child or young person when they're struggling with their self-esteem.

Building self-esteem takes time, there's no magic wand. But there's always hope. It might not feel like it sometimes, but there's always hope that things will get better.

Self-esteem means the way we think and feel about ourselves. When we have good or high self-esteem, we:

feel good about who we are most of the time

believe in ourselves, and our qualities and strengths

believe we are worthy and deserving of all the good things in life, including love, kind friends and fun experiences

Having good self-esteem is not about being happy all the time, or always feeling confident. We all have bad days and negative thoughts sometimes. But when we have good self-esteem, we're more able to move on from these feelings by being kind to ourselves and asking for support.

having a generally positive image of yourself

believing you matter

feeling confident about your strengths

feeling proud of your achievements

not feeling too worried or upset about things you cannot do so well

believing you have good things to offer other people - for example believing you are a kind, good or interesting friend

believing your opinions and views matter, and are worth hearing

feeling able to try new things or give something a go

having a kind and understanding inner voice when things go wrong

being kind to yourself when you're having a hard time, including doing self-care and giving yourself a break

feeling positive or comfortable most of the time about your body and how it looks

having a more negative image of yourself - you might sometimes feel bad, ugly, unlikeable or stupid

having a lack of confidence in your qualities and strengths, or feeling you're not good enough

finding it difficult to feel proud of things, or often feeling you should have done better

having a more negative inner voice when things are hard - for example telling yourself you 'should not' have made a mistake

feeling more cautious about doing new things or giving something a go

putting yourself down, for example by saying 'I'm stupid' or 'I can't do that'

comparing yourself to others in a negative way

feeling negative or uncomfortable about your body and how it looks

doubting whether you are worthy and deserving of being valued, listened to, loved or cared for

What causes low self-esteem?

Your child or young person's self-esteem will naturally go through ups and downs at different points. Going through big changes like starting a new school or moving to a new area can affect a child's confidence. But with support, they can usually get through this and feel okay again.

Sometimes, however, a child or young person can experience low self-esteem over a longer period of time. This can make it harder for them to look after their mental health. It may leave them struggling with things like low mood or anxiety.

This can happen when a young person hears negative messages about themselves from other people. These could come from a parent, relative, peer, teacher, sibling or through social media. These messages can have a big impact because a young person develops their opinion of themselves through the way they are treated in their relationships. This is especially true while they're still growing up.

The types of messages that damage self-esteem include:

being called labels or names like 'naughty', 'stupid', 'ugly', 'bad' or 'weird'

being criticised when you make mistakes

being put under too much pressure to succeed or do everything well, or only being noticed when you achieve something

seeing lots of images about what a 'beautiful' or 'attractive' person looks like, when this person looks different to you

being told off when you struggle with schoolwork

Low self-esteem can also develop after going through a stressful or upsetting experience.

This can include:

being bullied

experiencing discrimination such as racism, homophobia, sexism or transphobia

experiencing abuse or neglect

having difficult relationships in the family or at home

having mental or physical health problems

Being made to feel 'different' because of a part of your identity can have a negative effect on self-esteem too.

This can include:

children and young people with a neurodiverse condition or additional need such as autism, ADHD or dyslexia

Black and minoritised children and young people, who may be made to feel bad about their cultural identity, or like the way they look is 'wrong'

LGBTQIA+ children and young people

Signs your child or young person is struggling with their self-esteem

If your child or young person is feeling low about themselves, these are some of the signs you might notice:

saying negative things about themselves

making negative comments about their appearance

making negative comments about things they've done, for example at school

comparing themselves negatively to other people

withdrawing - for example avoiding social situations and activities

seeming low in their mood - for example, showing less interest in things

avoiding trying new things, or worrying a lot about doing something new

seeming very anxious when they make a mistake, or not being able to move on from it

giving themselves a hard time when things don't go as planned

turning to coping mechanisms like self-harm

Talking to your child or young person about what's going on

As a parent or carer, starting a conversation with your child or young person can sometimes feel like the hardest bit. But it can also be a bit of a turning point. Talking things through can help them to feel less alone. And once you know what's going on, you're in a better position to help. So even though it can feel difficult, it is important to try gently checking in with your child or young person when you see that they're struggling.

Here are some tips for starting a conversation:

For example you could say:

'I've noticed that you're staying in your room a lot at the moment. Is everything okay?'

'I thought you seemed kind of upset the other day. Is there anything going on?'

'I've been thinking about how upset you were last night about your homework. Can we have a chat about it?'

When your child or young person does talk, try to:

Helping your child or young person to build their self-esteem

Alongside talking and providing emotional support, there are things you can do to help your child or young person improve their self-esteem.

As you think about strategies you might want to try, always remind yourself you're doing your best. It's natural to feel a bit overwhelmed sometimes, or to feel guilty as parents or carers about what we're not doing. Remember that modelling good self-esteem is really important. That means not expecting yourself to be perfect or giving yourself a hard time either.

Have a look through these suggestions and pick one or two things you think might help. Trust yourself to know what suits your child or young person best in terms of their individual needs and where they're at.

Talk about how great it is to give things a go and to enjoy the process of doing something, rather than focusing on success. Encourage them to pursue their interests without worrying about whether the outcome will be 'good'. If they are struggling at the moment, you can start with something small like going for a walk somewhere new or cooking a new meal together.

Show them that you know they will be okay if something does not turn out the way they planned. Things not going perfectly is just part of life, and it's never the end of the world. If they do something they find challenging, notice and celebrate them for it.

What this might look like in real life: 'Oh! I don't know if that turned out how you were expecting. Well done for giving it a go though, I'm so proud of you. It was really hard but you did it!'.

Being part of a group, or finding an interest they enjoy, can give them confidence and purpose, which can improve their self-esteem.

What this might look like in real life: If they'd like to do something alone, support them to try out an activity they're interested in, and help them find the resources they need to get started.

Or if they'd like to, look for local groups or clubs where they can meet like-minded people. They might be interested in art, drama, writing, singing, music, chess, lego, video games or something else. They might also enjoy getting involved with a voluntary or community project that makes a difference in the world. This can help them to develop a more positive opinion of themselves.

If your child is feeling isolated around an aspect of their identity, they might benefit from meeting other young people, as well as older role models, who share this identity.

Autistic children and young people might be able to join a local group through one of the National Autistic Society's local branches, or by searching the NAS directory.

There may be a local LGBTQIA+ group run by your child's school or a local charity.

You can search the Bayo website for local groups run for and by the Black community.

If something you're going through feels like a huge mountain to climb or it feels overwhelming, try not to focus on the whole task or end result. Try instead to think about the best first step, and take it from there, one day at a time. Then ask yourself, has it helped? Has it helped your young person, or do you need to change direction and try something new?

Looking after yourself and modelling good self-esteem

Children and young people learn about how to be in the world from the people around them. So it's really important that we model good self-esteem as parents and carers. For example, you can show your child that it's okay to try new things by doing it yourself. Or, when things are hard, you can show them you have a kind, accepting attitude towards yourself.

This may feel difficult if things are tough or overwhelming at the moment. It's harder to do these things when our batteries are running low. Remember to keep finding ways to re-charge and take care of yourself, as well as your child. Make time, however small, for the things that work for you. Remember that it's okay to ask for help when you need it and to share your worries with someone you trust.

If self-esteem is an issue you find particularly difficult, it might be helpful to reflect on your own experience. What messages have you been given by others, and how has this affected your attitude towards yourself?

Take care of yourself. Model good self-care and mind your own language. Avoid phrases like 'I've been good so I can have this' or 'I've been bad so I can't have that'. Just be and don't base it on rewards and denying yourself. You can treat yourself for no reason at all. And so can your child. You are worthy.

Our children are picking up, absorbing and often copying our behaviours - even if subconsciously! So we have to be mindful about our modelling. Building our own self-esteem will ultimately help build our children's.

Finding help and support for your child or young person

If your child or young person is struggling with their self-esteem, a good first step is speaking to their school. The school may be able to:

Link them with a mentor or buddy, which can help them feel there is someone at school who really cares about them.

Encourage and support them to join a club, or to take on a new responsibility such as library monitor or peer learning mentor.

Link them with support groups, which lots of schools run around issues like making friends.

If they are feeling anxious about school at the moment, have a look at our guide to find information and advice about what to do next.

A counsellor or therapist can work with your child or young person to improve their self-esteem. They can explore where their feelings have come from, and gently challenge some of their beliefs about themselves. They can also support them to find ways of coping when things are tough.

Read our guide to find out how they can access counselling and therapy.

Sometimes, issues with self-esteem can lead to feelings of depression or anxiety. They can also lead to a young person turning to coping mechanisms such as self-harm. If this is the case, it's a good idea to speak to a GP about what support is available.

Read our guide to getting help from the GP for more information about this.

You are the expert in your child. You can work alongside doctors and other people supporting your young person, but ultimately you know your child best. Attending parenting classes, and getting support in a peer space where other parents and carers understand, can boost your confidence and self-esteem, which will ultimately help your child too.

Useful helplines and websites

While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.
This page was reviewed in September 2023. It was created with parents and carers with lived experience of supporting their child or young person with self-esteem. We will next review the page in 2026. YoungMinds is a proud member of PIF TICK - the UK's quality mark for trusted health information.
Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If your child is in crisis right now and you want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

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Self-Esteem and Mental Health | Guide For Parents

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There are many pressures and obstacles that can affect your child's self-esteem. Read our guide for information and advice on how you can provide support.

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Guide for parents on body-image and self-esteem in teenagers  

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Guide for parents on body-image and self-esteem in teenagers  

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Teen Body Image and Self Esteem: A Practical Guide for Parents

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This guide gives practical advice for improving the self-esteem of teenagers and supporting them as they grow up.

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Inspiring international celebrities living with Type-1 Diabetes 

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Inspiring international celebrities living with Type-1 Diabetes 

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Successful people with neurodivergent condition

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Successful people with neurodivergent condition

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Student News - News, information, and events for your student life.

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Successful People with Neurodivergent Disabilities - Student News

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This is week, (18th - 22nd March 2024) is Neurodiversity Celebration Week, a worldwide initiative that challenges stereotypes and misconceptions about neurological differences. Here, one of our student content creators has shared her blog about famous and successful people with neurodivergent minds. Neurodivergent disabilities can unfortunately sometimes viewed as a source of shame or pity,

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Resource Library - Sheffield Children's NHS Foundation Trust

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Looking for something?

Find it in our extensive resource library!

Famous people with ADHD or autism

Famous people you may know with ADHD

Michael Phelps

Michael Phelps is an Olympic swimmer that holds the record for winning the most Olympic events in history. He has 23 gold medals.

"Once I figured out how to swim, I felt so free. I could go fast in the pool, it turned out, in part because being in the pool slowed down my mind. In the water, I felt, for the first time, in control."

Simone Biles

Simone Biles is one of the most successful gymnasts in U.S. history. She won 19 World Championship and Olympic medals by the age of 20.

"Having ADHD, and taking medicine for it is nothing to be ashamed of and nothing that I am afraid to let people know."

Will.I.Am

Will.I.Am is a successful singer songwriter and has appeared on The Voice UK. Will.I.Am has been open about his ADHD diagnosis and his creativity.

"One thing I learned about ADHD is that it's hard to keep your attention and you cannot sit still and you're always moving and thinking about a whole bunch of things. But those traits work well for me in the studios and in meetings about creative ideas."

Emma Watson

Emma Watson is best known for playing Hermione Granger in the Harry Potter film series. She is also passionate about gender equality and has spoken at the U.N. She was diagnosed with ADHD when she was 9 years old and has taken medicine to help with this. Emma has described how this has helped her focus.

"When I'm on it, I can focus a bit more and it helps me organise my day because I have so much going on."

Famous people you may know with autism

Greta Thunberg

Greta Thunberg is a young climate activist who attributes her passion for preventing climate change to her autism. At just 18 years old, Greta has a long list of successes including being the TIME magazine's youngest person of the year and being nominated for the Nobel Peace Prize twice.

"It makes me see things from outside the box. I do not easily fall for lies, I can see through things. If I would have been like everyone else, I would not have started this school strike for instance."

Christine McGuiness

Christine McGuiness is a model and TV personality. She was diagnosed with autism as an adult, after her children were diagnosed. She has become an advocate for autistic people and she starred in a BBC documentary 'Unmasking Autism'.

"To actually be told that I am autistic just made everything fall into place. I realised that basically what I'd been doing my whole life was acting. It is exhausting trying to juggle everything. I was extremely emotional, but relieved."

Dr. Temple Grandin

Dr. Temple Grandin is a prominent scientist, academic and animal behaviourist. She is passionate about animals and her work has led to innovations in how animals are treated. She is diagnosed with autism and is an activist for the autistic community.

"I'm not interested in power, or piles of money. I want to leave something behind. I want to make a positive contribution - know that my life has meaning."

Is something missing from this resource that you think should be included? Please let us know

Contact us

Disclaimer

Please note: this is a generic information sheet relating to care at Sheffield Children's NHS FT. These details may not reflect treatment at other hospitals. This information is not intended as a substitute for professional medical care. Always follow your healthcare professionals' instructions. If this resource relates to medicines, please read it alongside the medicine manufacturer's patient information leaflet. If this information has been translated into another language from English, efforts have been made to maintain accuracy, but there may still be some translation errors. If you are unsure about any of the guidance in this resource or have specific questions about how it relates to your child, always ask your healthcare professional for further advice.

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Famous people with ADHD or autism - Resource Library - Sheffield Children's NHS Foundation Trust

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Famous people you may know with ADHD Michael Phelps Michael Phelps is an Olympic swimmer that holds the record for winning the most Olympic events in history. He has 23 gold medals. "Once I figured out how to swim, I felt so free. I could go fast in the pool, it turned out, in part...

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Greta Thunberg responds to Asperger's critics: 'It's a superpower'

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Greta Thunberg responds to Asperger's critics: 'It's a superpower'

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Greta Thunberg has spoken about her Asperger's syndrome diagnosis after she was criticised over the condition, saying it makes her a "different", but that she considers it a "superpower".

Thunberg, the public face of the school climate strike movement said on Twitter that before she started her climate action campaign she had "no energy, no friends and I didn't speak to anyone. I just sat alone at home, with an eating disorder."

She said she had not been open about her diagnosis of being on the autism spectrum in order to "hide" behind it, but because she knew "many ignorant people still see it as an 'illness', or something negative".
Welcome to the US, Greta. With your help we can save the planet and ourselves | Rebecca Solnit
"When haters go after your looks and differences, it means they have nowhere left to go. And then you know you're winning!" she wrote, using the hashtag #aspiepower.

While acknowledging that her diagnosis has limited her before, she said it "sometimes makes me a bit different from the norm" and she sees being different as a "superpower".

Greta Thunberg (@GretaThunberg)
I'm not public about my diagnosis to "hide" behind it, but because I know many ignorant people still see it as an "illness", or something negative. And believe me, my diagnosis has limited me before. >

Asperger's syndrome was named after the Austrian paediatrician, Hans Asperger, who, in the 1940s, described some of its characteristics, including difficulties in social interaction and nonverbal communication, including difficulties reading body language. In 2013, Asperger's was folded into the wider diagnosis of autism spectrum disorder.

Tony Attwood, a world authority on Asperger's, has said people diagnosed are " usually renowned for being direct, speaking their mind and being honest and determined and having a strong sense of social justice".

Boys are more widely diagnosed than girls.

Thunberg was diagnosed four years ago. She has acknowledged that her passion for her climate crisis work was partly down to viewing the world in stark terms.

In July, Thunberg hit back at the Australian News Corp columnist Andrew Bolt for writing a deeply offensive column that mocked her diagnosis.

He criticised her two-week trip across the Atlantic on a solar-powered yacht because, he said "she refuses to fly and heat the planet with an aeroplane's global warming gasses".

Bolt repeatedly referred to Greta's mental health, saying she was "deeply disturbed".

Thunberg responded by tweeting that she was "deeply disturbed" by the "hate and conspiracy campaigns" run by climate deniers like Bolt.

Greta Thunberg (@GretaThunberg)
I am indeed "deeply disturbed" about the fact that these hate and conspiracy campaigns are allowed to go on and on and on just because we children communicate and act on the science. Where are the adults? pic.twitter.com/xDSlN0VgtZ

On Friday Thunberg was joined by crowds of American teenagers at a protest outside the UN headquarters in New York following her transatlantic crossing.
Topics

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Greta Thunberg responds to Asperger's critics: 'It's a superpower'

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Greta Thunberg has spoken about her Asperger's syndrome diagnosis after she was criticised over the condition, saying it makes her a "different", but that she considers it a "superpower". Thunberg, the public face of the school climate strike movement said on Twitter that before she started her climate action campaign she had "no energy, no friends and I didn't speak to anyone.

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This Padlet is designed to support young people with neurodivergence and/or physical health conditions who are experiencing low self-esteem and confidence.

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Provided by the Children's Psychological Health and Wellbeing Team

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Provided by the Children's Psychological Health and Wellbeing Team

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Please leave some feedback for the Padlet by clicking the link below. 

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Please leave some feedback for the Padlet by clicking the link below. 

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Children’s Psychological Health and Wellbeing Team Padlet Feedback

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Parent Toolkit on Body Confidence for  children aged 4-6

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Parent Toolkit on Body Confidence for  children aged 4-6

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Parent Toolkit on Body Confidence for young people aged 7-11

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Parent Toolkit on Body Confidence for young people aged 7-11