There is a growing realisation that good-quality education can only be assured if both the academic
and the social and emotional developmental needs of learners are met within schools. This study
investigates the relationship, at primary school level, between a child’s beliefs about their ability to
perform academic tasks i.e. ‘academic self-concept’ and achievement in mathematics, as well as
between academic self-concept and aspects of the observed classroom environment. Using Young
Lives quantitative as well as qualitative data from Andhra Pradesh, India, the results show a
significant and positive correlation between the academic self-concept and the progress in
mathematics of students in primary schools. We find from the analysis of the learning environment
that more time spent by teachers on discussion and interaction with the whole class is significantly
associated with better ‘academic self-concept’ in students. Disciplinary action taken by the teacher
and the temporary absence of the teacher are seen to have a negative significant association with
students’ ‘academic self-concept’. On the other hand the preparation and use of teaching and
learning material (TLM) by the teacher improves academic self-concept significantly. These results
have important implications for educationists, school leaders, teachers, parents and policymakers,
since they all need to work together to create learning environments that foster the self-concept of
children and provide fertile ground to help it develop.