Aim. The purpose of the article is to show the essence of the concept of self-esteem, the mechanisms that regulate self-esteem and ways to strengthen it. Materials and methods. The author makes a theoretical review on the basis of the literature on the subject and by conducting an observation of children with developmental difficulties. Results. The overall level of self-esteem of children with developmental difficulties is underestimated. Conclusion. The general picture of children’s self-esteem may be due to the failures experienced in organized activities or free play of children. The lack of partial or complete realization of demands directed by the teacher or peers often resulted in lowered mood and withdrawal. This represents an important conclusion for those responsible for organizing the educational process in institutions, especially inclusive groups, where it is necessary to take into account the capabilities and limitations of children with developmental difficulties.