Overview

Compared to their more sociable counterparts, shy children are at greater risk for a variety of difficulties in elementary school, including internalizing problems, difficulties with peer relationships, and poorer academic performance. Written by a developmental and an educational psychologist with decades of experience between them, this book demystifies the latest research on shyness. It offers a comprehensive and accessible guide to everything teachers should know about shy children. Topics covered include how shyness develops in childhood, the unique challenges faced by shy children at school, and general strategies and specific techniques for improving shy children’s social, emotional, and academic functioning at school. Despite an increase in research on shyness, shy children are still not well understood by teachers and other school personnel. Quiet at School offers research-based practices for creating safe and inclusive learning environments that will help shy students thrive.

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9780807757697

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Through a blending of research, theory, and scenarios, this book provides education professionals with a new forum where they can reflect on and consider how they can better support diverse learners, especially the shy child. --Teachers College Record

Through a blending of research, theory, and scenarios, this book provides education professionals with a new forum where they can reflect on and consider how they can better support diverse learners, especially the shy child. --Teachers College Record

Author Information

Robert J. Coplan is director of the Pickering Centre for the Study of Human Development and professor in the Department of Psychology at Carleton University, Ontario. Kathleen Moritz Rudasill is associate professor in the Department of Educational Psychology at the University of Nebraska-Lincoln.

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