The goals of this study were to examine intra‐group and inter‐group assertiveness among adolescents, and to compare these two domains of assertiveness between cultural groups in Israel. Measures of intra‐group and inter‐group assertiveness were developed, and questionnaires were administrated to 441 immigrants from the Former Soviet Union (FSU), 242 immigrants from Ethiopia and 333 non‐immigrants. Compared to non‐immigrants, FSU and Ethiopian immigrants' inter‐group assertiveness was lower. Girls reported higher levels of inter‐group assertiveness than boys. Each of the immigrant groups rates itself as equally assertive as the non‐immigrant group and more assertive than the other immigrant group. Also, a difference between inter‐group and intra‐group assertiveness was found among the FSU immigrants. It is argued that adolescents' assertiveness following cultural transition is associated with socio‐cultural context, and the implications of this conclusion are discussed.

Abstract. The current era is characterized by rapid changes, multiple transitions, an emphasis on communication skills, and the frequent need to adapt to new social frameworks. Consequently, in recent years, there has been a rise in awareness regarding the consequences of shyness, a phenomenon that dictates various aspects of a person’s life, for example, career choices and forming relationships. Research in this field indicates the necessity of supporting shy individuals from an early age in order to assist them expand the scope of their social experiences and realize their personal potential. This review sums up the theory and the research of support for shy pupils in the school framework. There are two parts to the article. The first reviews the nature of shyness, including its impact on the lives of children, adolescents, and adults, and risk and protective factors. The second part focuses on support of shy pupils in educational frameworks, including teachers’ outlooks on the subject, supportive strategies, and a proposal for how to present the subject to teachers. The last part describes directions for further research.

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