Students often face the demand to achieve high levels of competency in mathematics, a requirement that can stem from multiple sources including parents, educators, and society as a whole. The perceived pressure faced by pupils may be influenced by their self-perception. The self-perception of students is a component of their self-esteem. The primary aim of this research is to evaluate the extent of self-esteem demonstrated by students in mathematics classrooms at the junior high school level. The research encompassed a cohort of 75 adolescents attending junior high school who were residents of a specific city located inside the Aceh region. The data collection procedure encompassed the implementation of self-esteem surveys and a limited number of interviews. The study's results reveal that 20% of participants reported experiencing a sense of security, whilst 35% reported experiencing a sense of identity. Furthermore, it was found that 30% of the participants indicated a feeling of belonging, although just 17% claimed a sense of competence. Finally, the proportion of individuals who indicated a perception of worth was 23%. The results of this survey suggest that there remains a pervasive perception of low self-esteem among students. A considerable proportion of kids encounter sensations of anxiety in the realm of mathematical education, notwithstanding the endeavors of educators to incorporate a stimulating teaching methodology.