In this article, Alison Galbraith and Joy Alexander use case studies of a group of primary school pupils to examine the efficacy of an integrated, eclectic approach to the teaching of literacy, including whether constructs such as self-concept and self-esteem have a bearing on academic achievement. Circle Time activities, interactive teaching methods and discussion based on the principles of Solution Focused Brief Therapy aim to improve self-esteem and internalise locus of control in children. Significant improvements in the reading scores of the target children are concurrently achieved with improved self-esteem and locus of control scores, suggesting the usefulness of the teacher acting simultaneously as instructor, scaffolder and iconoclast.