Teachers’ understandings of shyness: Psychosocial differentiation for student inclusion

Shyness is not a recognised special educational need, yet studies reveal that shy children underperform academically and present psychosocial vulnerabilities. We present a Norwegian study of elementary school teachers who have experience in working with shy children. Framed by a cultural–historical...

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Veröffentlicht in:	British educational research journal 2019-12, Vol.45 (6), p.1295-1311
Hauptverfasser:	Mjelve, Liv H., Nyborg, Geir, Edwards, Anne, Crozier, W. Ray
Format:	Artikel
Sprache:	eng
Schlagworte:	Anxiety Behavior Child psychology Children Differentiation Educational Needs Educational psychology Elementary School Students Elementary School Teachers Elementary schools Feedback Feedback (Response) Foreign Countries Inclusion Individualized Instruction psychosocial Psychosocial factors Self Esteem Sequences shy Shyness Student Behavior Student Characteristics Teacher Attitudes Teacher Student Relationship Teachers teaching Withdrawal (Psychology)
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