The evolution of human beings over perhaps the last several million years，from a few scattered African apes into the billions of modern primates that populate the globe today，had to include the transmission of behaviors from older to younger individuals for the latter’s benefit. These behaviors included knowledge as well as skills，e.g.，knowledge of what to eat and where to find it，of dangerous predators and how to avoid them，of relationships and status within the group and how to use them. Many of these behaviors remain observable today in interactions of young children with slightly older ones，as well as among the young of other social primates such as baboons. They are essentially educational methods still extant in varying degrees in modern societies. But as of about two hundred years ago，with the development of industrial processes，of the factory and ever-more sophisti-cated technology，education has evolved into interlocking economic as well as social enterprises whose main common purposes appear to be，for themselves，growth，and for the individuals they produce，employment. These objectives appear to have elicited far more consensus than the methods advocated for their achievement.

Objective   To investigate the differences in the coping styles in response to potential interpersonal conflicts among different subtypes of socially-withdrawn children. Methods   A sample of 2 072 3rd to 8th grade students was administrated with Children’s Shyness Questionnaire，Preference for Solitude Scale and Self-Report Coping Scale. Person-centered analyses were employed to compare the differences in the coping styles among different subtypes of socially-withdrawn children. Results   ① Socially-withdrawn children had lower scores on seeking social support and solving problem than did non-withdrawn children，but there was no difference among the three subtypes. ② Socially-withdrawn children had higher scores on internalizing coping strategies than did non-withdrawn children. Among the three subtypes，socially-avoidant children had higher scores than did unsociable and shy children. ③ Socially-withdrawn children had higher scores on externalizing coping strategies than did non-withdrawn children. Among the three subtypes，socially-avoidant children had higher scores than did unsociable children，and unsociable children had higher scores than did shy children. ④ Socially-withdrawn children had higher scores on avoidance coping strategies than did non-withdrawn children. Among the three subtypes，socially-avoidant and unsociable children had higher scores than did shy children. Conclusion   Compared to non-withdrawn children，socially-withdrawn children are inclined to use negative coping strategies to deal with interpersonal conflicts，especially the socially-avoidant children.