Shy pupils can easily, often unnoticed, slide to the sides of lessons. Supporting such pupils, who are nervous to talk with their peers or in front of the class, can be a tricky business but also vital for both their well-being and their learning. 

The quiet, and seemingly passive, behaviour of shy pupils can see them miss important learning opportunities. If they don’t share ideas, they may miss the opportunities to develop their thinking or receive valuable feedback. Not only that, teachers may underestimate the abilities of shy pupils, thereby subtly lowering expectations. 

New research on supporting shy pupils has posed some helpful insights. This small study, based in German secondary school classrooms, is entitled ‘Opening the Gateway to Oral Participation: Exploring Facilitative Contextual Factors in the Association Between Student Shyness and Hand Raising’ (2024). 

 The researchers explored two areas: social relatedness factors (pupil-teacher relationship and peer relationships) and teaching factors (‘warm calling’, wait time, class size, and school subject). They used hand-raising as an indicator of class participation and engagement in learning. 

It makes sense that relationships matter to shy pupils. Confidence that their teacher is sensitive to their needs is likely to breed increased engagement, while we can assume similar for reliable friends being present in their classes.  

Additionally, we would assume having more time to think (wait time) would be helpful, with ‘warm calling’ (letting pupils know in advance they may be called to contribute) proving another confidence builder. For some pupils, being good at maths but not in other areas of the curriculum may lead to increased talk and participation in that area of strength, so it is another useful consideration for teachers of shy pupils. 

What did the researchers find that could guide busy teachers?

  • There were positive effects for increasing average warm calling and wait time in class. This should include a careful deployment of ‘cold calling’. The researchers indicate that ‘cold calling’ can be helpful from time to time, after some confidence building. 
  • There was a positive subject specific effect, so understanding what subjects pupils perceive to be their strengths (understanding their ‘self-efficacy’ beliefs) is likely to be helpful. 
  • Pupil-teacher relationships matter. Teachers who were sensitive to shyness elicited higher classroom engagement. 
  • Perhaps surprisingly, strong peer relationships inhibited pupils putting their hands up. Maybe they don’t want to compromise their status or friendships? Popularity may decrease the urge to contribute and to be perceived as a ‘geek’. Teachers should be careful not to assume 'sitting by a friend' is the solution.

These approaches may appear to be good practice we would apply to all pupils, which is helpful, but it may be particularly useful to consider those pupils we worry may fall to the side in busy lesson time. 

  • 'Do we need to learn how to listen?' This blog makes the claim that we need to pay more attention to listening when it comes to instruction and learning. READ MORE HERE.
  • 'Disciplinary talk'. This blog explores the subject specific differences that can attend a focus on classroom talk. READ MORE HERE.