Inhibited and uninhibited children: Challenges in school settings

Three approaches to the study of children's reactions to the unfamiliar are reviewed with an emphasis on how the approaches differ in terms of measure ment and interpretation of individual differences. Studies are reviewed whi ch have particular relevance for the understanding of the role of temperame nt in predicting children's academic, social, and personal adaptation. Over all, it appears that differences in children's reactions to the unfamiliar may be more directly related to social and emotional adjustment than to aca demic adjustment per se. However, it is hypothesized that differences in ch ildren's reactions to the unfamiliar may indirectly influence adjustment in school through their influences on social and emotional adjustment. Sugges tions are made for school psychologists and educators regarding approaches for assessment and modifications to the classroom environment to meet the n eeds of temperamentally diverse students.