This article reveals the importance of pedagogical assertiveness in the context of effective social integration. We can say that socialization presupposes maturation, progressive development that allows identification with others, but which also offers the ability to personalize, to affirm as a unique personality. In fact, social integration also manifestes itself as a fundamental social process, differentiated from one society to another, from one level of social organization to another. Therefore, assertiveness is a necessary skill in both educational and social contexts. Assertiveness is the one that allows attitudinal change and produces influence on others through democratic means of authentic expression of own opinions and conception, of listening and accepting the partnership, of nuanced emotional expression and persuasion and argumentation. Thus, the context of school activity values not only the personality of students and teachers, the dynamics of role-statuses in the teachinglearning process, but also the quality of cognitive, communicative and socio-affective interpersonal relationships in the group. The school context, especially the relational one, is of particular importance in the formation of the student’ personality, in the development of their social skills and in assuming the role-status of the members of the class-group.