Journal of the Social Sciences July 2020 48(3) 2104 Childhood adversities and self-esteem: a study on girls of residential schools in Kolkata Dr Muktipada Sinha*, Bijoy Krishna Panda 2 , Manikanta Paria 3 * Corresponding author – Associate Professor, Department of Education, Jadavpur University, Kolkata, India 700032. 2 Assistant Professor, Department of Education, Raiganj University, Raiganj, West Bengal, India 733134 3 Research Scholar, Department of Education, Jadavpur University, Kolkata, India 700032. Abstract The present study aimed to find out whether schools with residential facilities for girls with childhood adversities can help them develop positive self-esteem through a resilient environment and care. 441 girls from two schools with residential facilities under Sarva Shiksha Mission (SSM) scheme having middle to lower socio-economic backgrounds in Kolkata metropolitan area among which 210 has childhood adversities, were studied. Results informed a significant impact of inclusive hostel facilities on self-esteem of girls having childhood adversities. The study suggests establishment of more residential schools in a caring and supportive environment i.e. resilient environment, particularly for girls having childhood adversities to promote self-esteem as an important life skill for development of not only their personality but also all aspects of their life meaningfully. Keywords : 1.Childhood adversity, 2.Resilient environment, 3.Self-esteem of girls, 4.Residential school. Introduction Self-esteem is one of the major life skills (UNICEF, 2008)of children that contribute towards the development of personality (Amirazodi & Amirazodi, 2011)and resilience. Positive self-esteem helps to protect grown up individuals from mental health problems(Mann et al., 2004). It is also necessary for enabling a person to cope with the various stressful situations and challenges of everyday life(Preventing Suicide: A Resource for Teachers and Other School Staff, 2000). Proper self-esteem helps develop the ability to act independently, negotiate frustrations, assume responsibility, overcome stress, accept new challenges and face the world with confidence and positive outlook. The environment in which a child grows up gives shape to his/her self-esteem(Krauss et al., 2019). If the child lives in adverse circumstances bereft of support and empathy, s/he is likely to become a victim of low self-esteem and develops susceptibility to mental problems(Henriksen et al., 2017). The adverse living conditions instill in the child a deep sense of vulnerability that seriously affects his mental health(Raphael et al., 2006). Therefore, adversities in childhood lead to increase in low self-esteem which is manifested in their poor psycho-social competence.The Self-esteem of a child develops properly in a school environment(Magdalena, 2015) that provides with necessary care and support. Irrespective of socio- economic status with vulnerable background of children may get ample scope to promote their self-esteem as well as mental health in schools (Weare & Nind, 2011)that serve as home to them. Keeping in mind the status of the girl child in adverse family conditions, a school with residential provision can go a long way in developing their personality through self-esteem with adequate support, care and empathy. Concept of Self-esteem Since the very conception of relationship we developed with the world around us, we always remained curious about our-‘self’ – who we are, why do weact in a different way than others, who is the person that live inside our physical body and make us do things we actually do for living and so on so forth. Philosophy is