The Fear of Exposure and Silencing in the Classroom: Reflections on the Low Self-Esteem of Students with Learning Difficulties

Abstract

This article analyzes how the fear of exposure and low self-esteem may relate to the silencing of students with learning difficulties in the classroom, while considering the role of the school climate and teaching practices. The objective is to understand how pedagogical mediation can foster participation and the expression of questions, rather than attributing silence solely to the individual characteristics of the student. The theoretical framework draws upon Freire’s reflections on dialogue, respect, and autonomy; the study by Costa et al. regarding the influence of emotions and feelings on learning; and the analysis by Pereira and Barros concerning the fear of speaking, self-esteem, and participation in English language classes. Methodologically, this is a qualitative, bibliographic, and documentary study. A search was conducted via Google Scholar, covering the period from 2021 to 2026, followed by an exploratory and critical reading of the publications and a thematic organization of the information. There was no fieldwork or participation by human subjects. The synthesis of the literature suggests a link between fear, anxiety, and a negative self-perception, and difficulties with attention and oral expression; it also highlights the importance of respectful pedagogical relationships and diverse opportunities for participation. As this is a theoretical review, the study does not measure effects or establish causal relationships between self-esteem, silencing, and school dropout. Based on the works analyzed, it is concluded that teachers’ willingness to listen, an inclusive approach, and the valuing of student participation are significant factors in building a safer learning environment. The discussion, therefore, frames student participation as a phenomenon linked to the emotional and pedagogical conditions of the school context.