Effects of experimental learning environments on students' perceptions of themselves and others were evaluated using a nonverbal self-social constructs test. Data were collected from 4000 students representing elementary schools with traditional or experimental learning environments. The experimental environments allowed parents and students to choose among multiple program options. The Self Social Constructs Test (SSCT) was used to evaluate six psycho-social dimensions of students: self-esteem, social distance from others in the school environment, scope of peer attachment, social interest, perceived inclusion, and perceived individuation. The SSCT employed spatial symbols (circles and lines) to represent self and social situations. By selecting and/or arranging symbols, students provided spatial maps interpretable for perceived relationships between themselves and others such as peers, parents, and teachers. Analyses of variance employing school type, grade, ethnicity, and sex as independent factors supported the following conclusions. Students in the multiple-option system perceived themselves as closer to their teachers, more attached to peers, and more included in the domain of social influence. They also retained a stronger sense of individuality. (Author/AV)