canadian journal of school psychology 2014-akseer-100-15

Canadian Journal of
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Canadian Elementary School Teachers' Perceptions of Gender Differences
in Shy Girls and Boys in the Classroom
Tabasum Akseer, Sandra L. Bosacki, Linda Rose-Krasnor and Robert J. Coplan
Canadian Journal of School Psychology 2014 29: 100 originally published online 25
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DOI: 10.1177/0829573514521992
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Canadian Journal of School Psychology
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DOI: 10.1177/0829573514521992
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521992CJSXXX10.1177/0829573514521992Canadian Journal of School PsychologyAkseer et al.
Article
Canadian Elementary School
Teachers’ Perceptions
of Gender Differences in
Shy Girls and Boys in the
Classroom
Tabasum Akseer1, Sandra L. Bosacki2,
Linda Rose-Krasnor2, and Robert J. Coplan3
Abstract
Shyness may play a significant role in children’s socio-emotional and cognitive
competence in the classroom. This qualitative study investigated elementary school
teachers’ perceptions of the concept of shyness in their students. In particular, we
explored teachers’ perceptions regarding the role that gender plays in shy children’s
behaviours, and their suggestions for educational strategies for shy girls and boys
to improve their socio-communicative competence and socio-emotional literacy.
Twelve elementary school teachers (10 female, 2 male) participated in interviews
about their thoughts/beliefs and feelings/attitudes regarding their experiences with
shy girls and boys in the classroom. Overall, findings point to differences in teachers’
perceptions of shyness in boys and girls in the classroom, and suggest that some
teachers perceive that shyness may be particularly problematic for boys. Findings
are discussed in terms of inclusive and holistic educational programs that promote
emotional and social competence among all children.
Résumé
La timidité peut affecter significativement la compétence socioémotionnelle et cognitive
des enfants en classe. Cette étude qualitative porte sur les différentes perceptions que
1Queen’s University, Kingston, Ontario, Canada
2Brock University, St. Catharines, Ontario, Canada
3Carleton University, Ottawa, Ontario, Canada
Corresponding Author:
Tabasum Akseer, Cultural Studies Program, Queen’s University, 99 University Ave, Kingston, Ontario,
K7L 3N6, Canada.
Email: t.akseer@queensu.ca
research-article2014

Akseer et al. 101
les enseignants d'école primaire ont au sujet de la timidité chez leurs élèves. Plus
particulièrement, nous avons étudié leurs perceptions à propos de l'effet du genre
sur les comportements d'enfants timides, et leurs suggestions de stratégies éducatives
visant de jeunes garçons et filles timides dans le but d'améliorer leur compétence
socio-communicative et leur littéracie socio-émotionnelle. Douze enseignants d'école
primaire (10 femmes, 2 hommes) ont participé à des entrevues portant sur leurs
pensées et croyances, ainsi que sur leurs sentiments et attitudes par rapport à leurs
expériences avec des élèves timides (garçons et filles) en classe. Globalement, les
résultats indiquent une différence de perception de la part des enseignants selon le
genre de leurs élèves, et suggèrent que certains enseignants perçoivent la timidité
comme étant particulièrement un problème chez les garçons. Ces résultats sont
analysés en termes de programmes éducatifs inclusifs et holistiques faisant la promotion
de la compétence émotionnelle et sociale pour tous les enfants.
Keywords
shyness, gender differences, teachers’ perceptions, elementary school
Shy children tend to be hesitant, wary, anxious, and self-consciousness in social con-texts
and situations of perceived social evaluation (Crozier, 1995). Results from a
growing number of studies indicate that shyness may play a significant role in both
children’s socio-emotional and cognitive competencies within the classroom (Coplan,
Arbeau, & Armer, 2008; Coplan & Weeks, 2009; Harrist, Zaia, Bates, Dodge, & Pettit,
1997; Hughes & Coplan, 2010). For example, past research suggests that a child
labeled as shy or socially withdrawn may have difficulty forming adaptive, prosocial
peer relationships and may experience negative emotions such as anxiety and loneli-ness
(Rubin, Coplan, & Bowker, 2009). Given past research that suggests teachers and
teacher–child relationships play a crucial role in the co-construction of children’s gen-der
role socialization and their social-cognitive and linguistic abilities (e.g., Birch &
Ladd, 1997; Hamre & Pianta, 2001; Howes, Phillipsen, & Peisner-Feinberg, 2000;
Pianta & Stuhlman, 2004), surprisingly few studies have investigated teachers’ per-ceptions
of how gender may affect shy children’s academic and social-emotional com-petencies
and behaviours within the classroom (Arbeau & Coplan, 2007). Accordingly,
the goal of the present study was to investigate elementary school teachers’ percep-tions
of the concept of shyness in their students.
Shyness in Childhood
Past research has suggested that childhood shyness may be associated with various
detriments and difficulties in and across the life span (see Rubin et al., 2009, for
a recent review). For example, shyness has been related to poor quality social interac-tions,
a lack of competence, and fewer prosocial behaviours (Coplan, Rubin, Fox,

102 Canadian Journal of School Psychology 29(2)
Calkins, & Stewart, 1994; Evans, 1987; Schneider, Younger, Smith, & Freeman,
1998; Stewart & Rubin, 1995); lower self-esteem; a weaker ability to use expressive
and receptive vocabulary (Bzdyra, Evans, Spooner, 2002; Crozier & Hostettler, 2003;
Evans, 1996; Spere, Schmidt, Theall-Honey, & Martin-Chang, 2004); an increased
sensitivity to less positive classroom climates (Bruner, 1996; Gazelle, 2006); and
socio-emotional and peer relationship difficulties at school (e.g., Coplan et al., 2008).
Indeed, across the life span, shyness is associated with negative social and emotional
outcomes such as social anxiety, internalizing difficulties, depression, and vascular
illnesses (Bell et al., 1993; Biederman et al., 2001; Coplan, Prakash, O’Neil, &
Armer, 2004; Morison & Masten, 1991; Stevenson-Hinde & Glover, 1996, Goodwin,
Fergusson, & Horwood, 2004). Rubin (1998) stated that throughout the Western soci-ety,
regardless of gender, shyness and socially withdrawn behaviour are considered
to be forms of social deviance, whereas sociability is highly valued.
Shyness is also a precursor to children experiencing problems with different aspects
of school adjustment, such as difficulties in the formation of positive teacher–child
relationships (e.g., Arbeau, Coplan, & Weeks, 2010; Rydell, Bohlin, & Thorell, 2005).
Furthermore, teachers and teachers’ perceptions of shy children play a significant role
in shy children’s educational experiences such as academic performance and social
activity in the classroom (Coplan, Arbeau & Armer, 2008; Bosacki, Coplan, Rose-
Krasnor, & Hughes, 2011; Coplan, Hughes, Bosacki, & Rose-Krasnor, 2011) also
reported that teachers’ perception of shyness incorporates complex social and psycho-logical
factors. Findings from this study suggest a complex and reciprocal relation
may exist between children’s classroom experiences and teachers’ perceptions of shy-ness.
For example, teachers reported that children’s experience with shyness affected
the children’s sense of self and confidence when interacting with their peers.
Gender-Related Differences in Shyness
The role of gender in children’s academic and social-emotional competencies has been
found by past research to play a role in shy children’s classroom experiences. To date,
current research on gender differences in shyness is somewhat inconsistent. For exam-ple,
some researchers have found that elementary school-aged girls rate themselves as
significantly more shy than do boys (e.g., Crozier, 1995; Dell’Osso et al., 2003; Mallet
& Rodriguez-Tome, 1999; Spooner, Evans, & Santos, 2005). In contrast, other studies
have found that boys rate themselves as more shy than girls (9-12 years; for example,
Eisenberg, Shepard, Fabes, Murphy, & Guthrie, 1998; Kupfer, Detre, & Korol, 1979;
Lemerise, 1997; Rubin, Chen, & Hymel, 1993; Smith, 1974). However, other research-ers
have found no gender differences in teacher, parent, or peer reports of shyness
(e.g., Rubin et al., 1993; Stevenson-Hinde & Glover, 1996).
Gender stereotypes, such as the idea that shyness appears to be less socially accept-able
for boys than for girls, may have implications for how girls and boys behave
within the classroom (Rubin et al., 2009; Sadker & Sadker, 1994). Such findings
should be considered with societal stereotypic gender-role expectations in mind, in

Akseer et al. 103
which some may perceive shyness to be more “feminine” and thus some adults may
accept and reward shyness in girls as opposed to in boys (Bosacki, 2008). In their
review of the literature, Rubin and colleagues (2009) concluded that shy boys tend to
experience more difficulties than do shy girls. There is also evidence that gender might
account for differences in the developmental outcomes of shy boys versus shy girls. If
shyness in boys is socially unaccepted, boys may not be receiving necessary support
to offset their shyness in the classroom. On the other hand, if shyness in girls is more
acceptable, girls may receive more attention and support in reducing shyness than do
shy boys. Also, there is evidence to suggest that parents (Radke-Yarrow, Richters, &
Wilson, 1988) and peers (e.g., Gazelle & Ladd, 2003) respond more negatively to shy
boys than to shy girls—but these differences have not been found for teachers (e.g.,
Arbeau & Coplan, 2007).
The Present Study
The present study is grounded in psycho-cultural theories of self-systems and social
behaviour that promote psychological and individual social interactions in develop-ment
(Bussey & Bandura, 1999; Maccoby, 1998; Rubin & Rose-Krasnor, 1992).
Consequently, the purpose of this study was to investigate how elementary school
teachers perceive and understand the concept of shyness. We focused on teacher per-ceptions
of gender differences in shyness (i.e., whether or not girls and boys exhibit
shyness differently; whether shyness is more problematic for boys or girls; and whether
teachers should address shyness differently in boys and girls. Teachers’ perceptions of
the implications of shyness for shy children’s mental health, motivations, emotions,
and socio-communicative competence, and educational practices will also be studied.
Furthermore, our study investigated teachers’ suggestions for educational strategies
for girls and boys to improve their socio-communicative competence and socio-emo-tional
literacy.
Method
In this qualitative study, we interviewed 12 teachers about their thoughts/beliefs,
feelings/attitudes, and perceptions about experiences with shy girls and boys in the
classroom. Our semi-structured interviews were conducted over the telephone, later
transcribed and coded for significant and recurring themes.
Participants
Drawing from a larger on-line study of elementary school teachers’ perceptions of
shyness within the classroom (see Bosacki et al., 2011; Coplan et al., 2011), partici-pants
who volunteered to be interviewed were contacted by email. Participants were
selected based on the criteria that they have had at least 2 years of experience teaching
elementary and middle school children. Teachers were asked to respond to researchers
via email if they were interested in being interviewed. Interviews from 12 teachers

(Gr. K-6, 10 female, 2 male) located throughout Canada were conducted and analyzed.
Participants received a book gift certificate in appreciation for their contribution to the
study. Ethical clearance was obtained from the participating universities, as well as
permission from relevant school board officials and specific school principals.
Teacher Interviews
Data were collected through telephone interviews comprising 19 questions on teach-ers’
perceptions of shyness and gender differences. The following four questions were
used for this report: (a) Do you think that girls are more shy than boys or vice versa?
Why/why not? (2) Do girls show shyness in different ways than boys do? If so, please
explain how they are different? (3) Is shyness more or less of a problem for girls or
boys? (4) Do you think teachers should try to help shy boys and girls in different
ways? If so, what are the differences?
The interviews were transcribed and verified through the process of member check-ing,
in which participants were given a copy of their transcript to check for quality and
accuracy. This process improves the credibility of the data gathered (Lincoln & Guba,
1985). We used qualitative data analysis techniques, which included content analysis
in which common codes and ideas that emerged from the data regarding shyness and
gender were recorded. According to Glesne (1999), data analysis is the process of
systematically organizing data into themes, while at the same time bringing meaning
to the different themes so that they can tell a coherent story that can be communicated
to others. Researchers, such as Creswell (1998), stress the importance of developing a
familiarity with the data during this process. As such, once interviews were tran-scribed,
we carefully read all transcripts before beginning the coding process.
Reliability coding was also used as a measure to ensure accuracy, as well as offer
justification for relevant themes and codes. Two researchers coded all transcripts inde-pendently
and then discussed the codes. These codes were co-created with 98% agree-ment.
Differences in coding were negotiated through discussion.
Results
The following section will be guided by the main themes in response to the four inter-view
questions outlined earlier.
Gender Differences in Teachers’ Shyness Perceptions
As Table 1 illustrates, when asked whether girls were more shy than boys, or vice
versa, most teachers (58%; 7/12) indicated that shyness is equally problematic for
boys and girls. Two teachers (17%; 2/12) stated that some boys might experience more
social problems as they are expected to be more extroverted than girls. One female
teacher responded that shy girls were more emotionally aware and able to communi-cate
better with their peers than were shy boys. Interestingly, two other teachers (one
male and one female) indicated that their gender as a teacher played a role in the

Akseer et al. 105
Table 1. Summary of Gender Differences in Teachers’ Perceptions of Shyness.
Interview questions Main themes
Frequency of
teacher responses
Do you think that girls
are more shy than boys
or vice versa? Why/why
not?
Shyness is equally problematic for boys and
girls
58%; 7/12
Some boys might experience more social
problems as they are expected to be
more extroverted than girls
17%; 2/12
Teacher's gender plays role in the shyness
of opposite-gendered children in their
classes
17%; 2/12
Do girls show shyness in
different ways than boys
do? If not, please explain
how they are different?
No differences 92%; 11/12
Common behaviours of shy boys and girls
4/12; 33%
(e.g., avoiding eye contact, staring at
hands, hesitancy, and overall “quietness”)
Is shyness more or less of
a problem for girls or for
boys?
Compared with girls, shyness may have the
possibility to become more problematic
for boys
50%: 6/12
More problematic for girls 4/12; 33%
Reference to gender-role stereotypes and
social expectations
67%; 8/12
Do you think teachers
should try to help shy
boys and girls in different
ways? If so, what are the
differences?
Teachers responded to the question of
whether they should help shy boys and
girls in different ways
83%; 10/12
Teachers should help shy boys and girls
equally,
60%; 6/10
Importance of creating a comfortable
psychologically and emotionally safe
classroom atmosphere or climate
80%; 8/10
shyness of opposite-gendered children in their classes. A male teacher stated that
“being a man . . . I have a few cases where we determine that little girls who were shy,
they were shy only because they were not used to being around guys.” The gender of
the teacher was also evident for a female teacher, who similarly attributed the shyness
of boys in her class to her gender.
Gender Differences in Children’s Shyness and Behaviour
When asked if shyness was demonstrated differently in boys and girls, all but one of
the teachers (92%; 11/12) stated that there were no differences (see Table 1). Rather,
four teachers reported the common behaviours of shy boys and girls, such as avoiding
eye contact, staring at hands, hesitancy and overall “quietness.” Two teachers (a
female Grade 4/5 teacher and a male Kindergarten teacher) stated that the demonstra-tion
of shyness was dependent on the emotional vulnerability of children. The male
Kindergarten teacher reflected on the extreme behaviours of shy boys and girls, for

example, that boys become more “aggressive” when they are shy, to the point where
they start “pushing.” At the same time, with girls, “if they get really shy, they’d just
literally cry.”
Shyness as a Problem for Girls and Boys
Table 1 shows that when asked if shyness was more of a problem for boys or girls, the
participants’ responses reflected a variety of perspectives on the role gender plays in
shy children’s educational experiences. For example, half of the participants (50%)
indicated that compared with girls, shyness may have the potential to become more
problematic for boys; 33% indicated it was more problematic for girls, whereas the
remaining participants (17%) were undecided. The majority of teachers (67%, 8/12)
alluded to gender-role stereotypes and social expectations before responding whether
or not shyness was more of a problem for boys or girls. Some teachers referred to the
effects of shyness on participation in sports activities for boys. One particular female
teaching a class with a combination of Grades 3 and 4 explained shyness is more prob-lematic
for boys
because . . . some of the boys tend to want to get into sports, and if you’re shy it’s really
hard to make yourself get out there with the rest of the group and participate . . . it might
be a little harder for boys that are shy especially in group situations like team sports.
Indeed, the majority of teachers reported the issue of gender stereotypes in their
responses. A female Grade 2 teacher stated that shyness was more difficult for boys to
overcome because “boys are stereotypically assumed to be aggressive, they’re
expected to be a little bit gregarious or outgoing.” Another female Grade 8 teacher
echoed a similar response and stated that shyness was more problematic for boys as
people
expect boys to be more aggressive than girls. So I think we’re more comfortable with
girls being shy because that’s more “lady-like” whereas boys are supposed to be more
aggressive and we expect boys to be more aggressive and assertive, unfortunately.
Regarding gender-role stereotypes and societal expectations, some participants
stated that the societal expectations may help to determine how cultural values and
social cultural norms influence shyness and gender. For example, one female Grade
7/8 teacher stated,
society expects [boys] not to be shy . . . but I think when kids are that shy, they both suffer
with it . . . it’s a problem for both. I think society doesn’t accept shy boys as well, for girls
I sort of think society ‘oh you’re cute’. Where if a boy’s shy, I think people are ‘oh
toughen up’ but I think they both suffer.
Other teachers too shared similar concerns about the detrimental effects that soci-etal
and gender-role expectations have on shy children and their behaviours in the
classroom.

Akseer et al. 107
Shyness and Teacher Intervention Strategies
Eighty-three percent (10/12) of teachers responded to the question of whether or not
they should help shy boys and girls in different ways. Of the 10 teachers who responded,
60% (6/10) stated that teachers should help shy boys and girls equally, while the
remaining 4 teachers stated that teachers should consider a child’s gender when
addressing shyness in the classroom. The two teachers who did not respond to this
question were indecisive and uncertain in their responses. These two teachers agreed
that although shyness was an individual characteristic, teachers should treat each stu-dent
individually, yet still based their actions on the child’s gender. For example, a
female Grade 4 teacher stated that teachers “should help different students differently
. . . there’s ways that would be generally more suitable towards some girls, and would
generally more suitable towards some boys. No hard fast rules about boys and girls.
It’s the individual student, really.” In contrast to the majority of teachers, these two
teachers concluded that shyness should be treated on an individual basis and that each
child is unique.
Teachers also highlighted the importance of building and encouraging a comfort-able
environment within the classroom to engage boys and girls. For example, a female
Grade 8 teacher stated that with girls specifically, “you usually have to spend a little
bit more time with them in terms of building trust.” Another female Grade 8 teacher
stated that teachers should engage students to “shine at something that they feel com-fortable
doing.” One male Kindergarten teacher referred to gender-role stereotypes
and commented that it would be easier to help the girls than the boys, as it is easier to
use humour and make them laugh, in turn allowing them to relax, “[shyness] is less of
a problem for girls. Because being a guy, little girls react different to me than little
boys do. For me, little girls, I can make them laugh and easier to make them relax.”
Finally, the importance of creating a comfortable psychologically and emotionally
safe classroom atmosphere or climate was a common theme among the majority of
teachers (80%). The majority of the teachers’ comments focused on the description of
instructional strategies to create a positive and psychologically comfortable classroom
environment through the use of inclusive and inviting classroom practices aimed to
help shy boys and girls develop competence and confidence.
Discussion
The goal of the current study was to explore gender differences in teachers’ percep-tions
of shyness in their classrooms. Overall results indicated that some gender differ-ences
exist in teachers’ perceptions. Our discussion will be guided by the main themes
in response to the four research questions and discussed within the current literature on
shyness in children. Educational implications also will be discussed.
Gender Differences in Shyness
Overall, we reported differences in teacher perceptions of shyness in boys and girls in
the elementary classroom and our results suggested that shyness may be viewed by

some teachers as possibly more emotionally and socially challenging for boys than
girls in this context. For example, results from this study support the recent research of
Coplan and colleagues (e.g., Arbeau et al., 2010; Coplan, Closson, et al., 2007), who
found that shyness in Grade 1 boys was more strongly related to feelings of loneliness
than shyness in girls. Similarly, the present data support past research that suggests
that shy boys may be more likely to experience social and emotional difficulties than
do shy girls (Rubin et al., 2009). Furthermore, our results appear to be congruent with
findings by Sadker and Sadker (1994), who also discussed the stereotype that shyness
appears to be less socially acceptable for boys than for girls.
Furthermore, researchers have suggested that from childhood through adolescence,
shy boys may be at a greater risk for maladaptive outcomes than are shy girls (e.g.,
Coplan et al., 2004; Stevenson-Hinde & Glover, 1996). For example, given that ste-reotypes
of gender-role expectations that promote males as more vocal and extro-verted
as compared with females (Fine, 2010; Maccoby, 1998), teachers need to make
specific efforts to provide a psychologically safe learning community for shy boys and
girls to feel comfortable and develop positive social-communicative competence.
Teachers and Shy Children Within the Classroom
We need to consider the important role that parents, teachers, and all those who work
with children play in the creation and perpetuation of possibly negative gender-role
stereotypes of shy boys and girls. As many educators suggest (Bruner, 1996; Noddings,
2012), the focus of educational programs should be on the promotion of social and
emotional well-being of children. Regarding the role of parents in the creation of a
negative stereotype of shyness and boys, Simpson and Stevenson-Hinde (1985)
reported that mothers respond more negatively toward shy boys than they do toward
shy girls. Future research needs to explore the possible explanations of how adults
learn such potentially damaging stereotypes. For example, future studies could explore
both mothers’ and fathers’ perceptions of shy children at home and school.
As reflected in the teachers’ voices presented in this study, it is important that these
adults (parents, teachers) create a psychologically and emotionally safe, respectful and
caring learning community that can promote a sense of acceptance and connection
with authority figures who provide caring and positive evaluative feedback in a mind-ful
and caring way (e.g., Bosacki, 2008; Noddings, 2002, 2012). As Gazelle (2006)
noted, teachers have a significant role in the development of a child’s well-being in the
classroom, as teachers could help to co-create with their students a psychologically
inviting and inclusive classroom. Moreover, as Noddings (2012) suggested, a caring,
compassionate, and peaceful classroom may help anxiously withdrawn children to feel
comfortable enough to share their thoughts and emotions with others.
Past research found that social and emotional development of shy children may be
challenged and perhaps in some way impeded (McHolm, Cunningham, & Vanier,
2005; Rubin et al., 2009). Exploring teachers’ perceptions of gender differences, as
well as investigating their roles in facilitating shy girls’ and boys’ socio-emotional
functioning and academic success, is integral for understanding the socio-emotional
development of children. As research findings in this current study indicate, teachers’

Akseer et al. 109
perceptions of shyness are an important area of inquiry to explore not only to under-stand
shy behaviour but also for identifying practices teachers are using to support
these children. To strengthen the connection between theory and practice further and
to help ameliorate the detrimental effects of social withdrawal or shyness, more atten-tion
should be given to the voices and practices of teacher researchers.
Teachers’ Perceptions of Shyness and Teacher–Child Relationships
This study adds to extensive literature supporting the development of positive teacher–
child relations in children’s school adjustment and overcoming shyness (e.g., Arbeau
et al., 2010; Birch & Ladd, 1997; Hamre & Pianta, 2001). Birch and Ladd (1997)
found that shy children who have a closer relationship with their teachers (that is,
children who frequently interact with and bond with their teachers) can potentially use
their teachers as a “secure base” to help them in the classroom. Teachers in our study
too discussed that building a positive relationship with shy students is beneficial to
students as it helps these children to become more vocal and active in the classes. As
teachers in our study indicated, and as past research also suggests, such a relationship
may assist in successfully adjusting to school (Arbeau et al., 2010). However, this
relationship should be well-balanced and shy children must not be too dependent on
teachers, that is, children who rely too heavily on their teachers for emotional and
social support in the classroom.
While it is important for teachers to build positive relationships with shy children,
it must not be the only form of social interaction the children experience. Arbeau et
al. (2010) postulated that children who are too dependent on their teachers may miss
out on opportunities to interact with their classmates. There is also the risk that chil-dren
who are too dependent on teachers for social interaction will be viewed by their
peers are strange or being the “teachers’ pet,” which may further alienate shy children
from their classmates (Arbeau et al., 2010, p. 266). Conversely, some researchers
suggest that the close relationship with teachers and the ongoing development of a
“safe base” with teachers can lead to increased opportunities for social interaction
(Baker, 2006; Birch & Ladd, 1997; Hamre & Pianta, 2001). Coplan, Girardi, Findlay,
and Frohlick (2007) suggested that interaction with teachers will make shy children
less anxious at school, which thus could enable them to be a more attractive playmate
and potential friend for peers. For example, some teachers have implemented strate-gies
that encourage shy children to develop their social skills by pairing up a shy child
with a peer who is known to be more socially skilled as a peer “coach” or “social
skills buddy” to help their peer who struggles with social interactions (Roorda,
Koomen, Thijs, & Oort, 2013).
Assessment of Shyness in the Classroom
Past research suggests that some teachers spend a significant amount of time with
children who are perceived to be shy or “anxious-asocial” (Arbeau et al., 2010; Birch
& Ladd, 1997) and thus may make attempts at encouraging more social interaction in

these children (Coplan & Prakash, 2003). Evidence from studies such as that by Evans
and Bienert (1992) supports the recommendation that teachers avoid asking shy chil-dren
too many general questions; rather the teachers should try to elicit student
response by asking questions that require students to respond with personalized
responses (for example, “What is your favourite toy to play with at home?”). Evans
(2001) suggested that teachers try to engage shy children when their classmates are not
nearby. In this way, children will be likely to be comfortable talking about their per-sonal
lives (their lives outside of the classroom, in the playground or at home, their
relationships with peers, friends, and family members). However, at the same time, it
is necessary for teachers to consider that those children whose shyness has gone unrec-ognized
may not be receiving support and could potentially be at risk for even lower
self-esteem and academic competence (Spooner et al., 2005).
The ability to accurately recognize signs of social and emotional challenges in shy
children is important as most research on children’s shyness is based predominantly
on parents’, teachers', or observers’ assessments of shy children (Spooner et al.,
2005). As such, teachers need to ensure that their interpretations of shyness are ade-quate
and relevant, and reflect children’s self-assessments of shyness. For example,
if a child is not participating in Math class, it may not be because the child does not
understand the material, rather because the child is shy. Children whose shyness is
unrecognized or perceived as academic incompetence may not receive vital support,
which may lead to developing negative self-thoughts and feelings regarding their
perceived academic competence (Spooner et al., 2005). Those shy children who are
accurately identified and served by teachers and parents may receive valuable aca-demic
and social support from the teacher, whereas those students whose shyness is
unrecognized likely will not.
Given that understanding and interpreting the shyness of socially child’s experi-ence
as complex and the behaviours as often subtle and easy to miss, teachers also
need to work with parents to validate the experiences of shy children. For example,
Alm and Lindberg (1999) suggested that teacher, parent, and observer reports may not
always take into consideration the unobservable emotional and cognitive components
of social withdrawal or shyness such as not participating in class, or not expressing
oneself verbally. Thus, future research should investigate the partnership between
teachers and parents as they work with shy children to increase children’s social com-munication
and emotional competence within the home and classroom.
To apply the growing literature on relevant and accurate teacher practices to the
practice (Arbeau & Coplan, 2007; Coplan et al., 2011), teacher education programs
should include more explicit instruction to help teachers to learn how to recognize the
social and emotional difficulties of children who may experience shyness and social
anxiety. Hughes and Coplan (2010) also pointed to the need for increased diverse
assessment protocols for assessing academic achievement and competence so that shy
children’s experiences are not consistently interpreted by the teachers as signs of
social withdrawal or difficulty with social interactions. These researchers also high-lighted
the importance of exploring longitudinal associations between shyness and
academic achievement. Factors such as family characteristics (e.g., parenting style,

Akseer et al. 111
sibling influences) and extra-familial experiences (e.g., teacher-child experiences)
have been found to moderate the relations between children’s shyness and socio-emo-tional
(Arbeau et al., 2010; Coplan et al., 2008; Coplan & Weeks, 2009).
As the present study demonstrates, shyness is viewed as more problematic for boys
than for girls, especially boys who are not identified as shy and thus may not receive
adequate attention and support from teachers. From a holistic perspective, teachers
need to address shy children individually and consider the children’s gender in relation
to other factors such as their families, social and cultural contexts. Thus, effective
intervention with shy boys and girls; must involve trusting relationships among chil-dren,
teachers, and parents so that shy behaviour is minimalized by adolescence. As
Coplan et al. (2008) claimed, teachers and their perceptions of shy children play a
significant role in shy children’s educational experiences in the classroom and research
needs to be continued within the Canadian educational context.
Limitations and Future Directions
A limitation to this study is the lack of a diverse sample size which could have helped
to provide more insight into possible gender differences in children’s shyness. Another
limitation is the lack of a gender balance in teachers, future studies should consider an
equal number of males and females. A larger sample size would have provided more
power to detect potential relations between gender, shyness, and teacher perceptions.
In addition, given that this research was based on teachers’ perceptions as obtained
through telephone interviews, some teachers’ responses may have been biased as
some participants may have responded in a socially desirable way. Future research
studies should use multiple methods of data collection, such as interviews with teach-ers,
parents, and children as well as teacher and parent reports. In addition, partner-ships
between clinical and educational researchers would help to explore the reasons
why some children choose to withdraw socially and remain silent (Dell’Osso et al.,
2003). Findings from the current study can help to develop ameliorative, if not preven-tative,
interventions for these children, including educational strategies such as pro-viding
children opportunities to perform and to participate in class (Bosacki, 2008;
Noddings, 2012). Overall, this study addresses some of the challenges and benefits
experienced by some teachers’ experiences through their interaction with shy children
in the elementary school classroom. Through the description of teachers’ experiences,
this study aims to encourage current and future teachers to incorporate inclusive and
developmentally appropriate educational strategies and practices within their class-rooms
to help shy children develop a positive sense of self and communicate effec-tively
with their peers.
Acknowledgments
We would like to acknowledge the teachers and school boards for participating in our research
study, as well as all other research assistants (Kamilla Akseer, Felicia Tan, Cynthia Marques,
and Kathleen Hughes) who worked on the research project. Thanks also to the Spencer
Foundation for providing support for the project.

Authors’ Note
Portions of this article were presented at the Development 2010 Conference at Carleton
University, Ottawa, Ontario, May, 2010.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship,
and/or publication of this article.
Funding
The author(s) disclosed receipt of the following financial support for the research and/or author-ship
of this article: This research was supported by a grant from “The Spencer Foundation”
awarded to Sandra L. Bosacki, Linda Rose-Krasnor and Robert Coplan.
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Author Biographies
Tabasum Akseer, MEd, is a doctoral candidate at Queen’s University in the Cultural Studies
Program. Her areas of interest include national security, citizenship and immigration.
Sandra L. Bosacki, PhD, is professor in the graduate and undergraduate Department of
Educational Studies at Brock University. She teaches and conducts research in developmental
social cognition and applications to the classroom.
Linda Rose-Krasnor, PhD, is a professor in the Psychology Department at Brock University.
She teaches and conducts research in youth engagement and social competence among youth.
Robert J. Coplan, PhD, is a professor in the Psychology Department at Carleton University. He
teaches and conducts research in childhood shyness and related social cognitive development.

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