The aim of the study is to explore the characteristics of social problem-solving, coping strategies and assertive communication among 5^th- and 7^th-grade students (N = 378). Communication is assessed with the Assertiveness Questionnaire (AQ, Gaumer Erickson et al., 2016), social problem-solving with the Social Problem-Solving Inventory–Revised (SPSI–R, D’Zurilla et al., 2002) and coping strategies with the Ways of Coping Questionnaire (WCQ, Lazarus & Folkman, 1988). The results show that mostly significant differences can be found between pre-adolescents and early adolescents in the three social fields. Low belief in problem-solving is more common among older students, and–besides the age difference–there are a number of areas where boys and girls differ, even among younger students. The SEM clearly identifies strong links between communication, coping strategies and problem solving. The results provide a more nuanced picture of boys’ social problem-solving, coping strategies and communication and the relation between them than before.

A communication-focused drama-based program was delivered over a period of 1 year to 10- to 11-year-olds in Hungary. The aim of the program was to develop participants’ social problem-solving, coping strategies, and assertive communication. Outcomes were measured by the Assertiveness Questionnaire (Gaumer Erickson et al., 2016), the Social Problem-Solving Inventory–Revised (D’Zurilla et al., 2002), and the Ways of Coping Questionnaire (Folkman & Lazarus, 1988). N = 18 children received the intervention, and N = 28 children formed a control group. The 1-year program consisted of 18 sessions, each lasting for 90 min; they took place every 2 weeks and resulted in significant changes across three areas in the intervention group. Contrary to our hypothesis, rationality was not strengthened, but impulsivity and avoidance-escape were significantly reduced, and confrontation increased in frequency. In all three areas, assertive communication has significant explanatory power. This program was a suitable way to address some of the problem-solving styles and coping strategies that the research (e.g., Zsolnai, 2013) suggest may cause a range of life management difficulties (e.g., conflict, managing emotions) in adolescence.