This article examines the socio-psychological factors affecting students' self-esteem. The research of scientists such as S. Coopersmith, who focused more on the individual experience of the individual (the attitude of parents, clear boundaries and respect for the child), rather than on social factors, is described, and the classification of factors affecting the self-esteem of O.M. Anisimova is also presented, where she highlights achievements, the ability to interact with people and the ability to manage their own emotions. n. Molchanova highlighted family, relationships with peers, the level of the ideal Self, success in activities and life experience, and for G. R. Schiraldi, the factors affecting self-esteem are health, hormonal balance, appearance and relationships. In addition, the importance of tertiary conditions is emphasized, such as reflection and self-formation according to L.S. Vygotsky, who attributed the environment and acquired signs to the secondary conditions of personality formation, and attributed heredity and inclinations to the primary conditions of personality formation. The article considers the two-factor model of C.J. Mruk's self-esteem, which consists of a person's self-worth and competence. According to J. Crocker, reliance on morality, family, and God is more independent than reliance on the opinions of others, which leads to dependent self-esteem. The research shows the features of high and low self-esteem and their relationship with different indicators. The purpose of this article is to study the main socio-psychological factors affecting a person's self-esteem for a better understanding of this phenomenon and further self-improvement. The article is a useful material for understanding the socio-psychological factors affecting self-esteem. This article will help to better understand how students' self-esteem is formed and what factors can affect its level. An important conclusion of the article is that high self-esteem is not always a positive factor, and low self-esteem is not always a negative factor. In general, the article is useful research in the field of social psychology and can be useful for specialists dealing with problems of self-esteem and psychological well-being of students. An important aspect of the article is also the description of the features of high and low self-esteem among students. For example, high self-esteem can lead to increased self-confidence and risk-taking, but at the same time it can reduce the level of criticality and self-control. On the other hand, low self-esteem can lead to excessive self-criticism, fear of failure and difficulties in communicating with other people. The article describes socio-psychological factors from different points of view that will help to adjust the level of self-esteem and not depend on the opinions of others. One of these ways is to strengthen social support and self-reliance, which will help to be freer and more effective in everyday life. An important factor is also an increase in the level of competence and self-efficacy of students, thanks to which self-esteem increases. According to many scientists, it is the honing of skills and the development of competence in various spheres of life, the acquisition of new experience by solving life problems, that gradually lead to an increase in self-esteem. Self-esteem without a foundation cannot be stable, it must be based on something. In many cases, an inflated self-esteem serves as a buffer against life's adversities or may be formed as a result of some kind of psychological trauma in the past. If a person's self-esteem is a little low, then he is in constant tone and constantly strives to get better, while high self-esteem relaxes a person. In general, the article is a valuable material for understanding the socio-psychological factors affecting students' self-esteem, as well as for developing practical recommendations for improving it.