This work is based on a study of the world of novice teachers, and examined three topics: a. Differences in the difficulties of the absorption accompaniment process of novice teachers in Arab society in Israel, by their demographic variables; b. Differences in school organisational and emotional aspects of teachers who have difficulties in the absorption accompaniment process; and c. The relationships between the difficulties in the absorption accompaniment process and the above variables. To this end, 319 novice teachers from Arab society in Israel filled out a self-report questionnaire. The findings indicated significant differences in the absorption accompaniment difficulties by the demographic variables: family status, average number of pupils in classroom, grades taught, and number of years teaching. Significant differences were also found for absorption accompaniment difficulties and performance difficulties by the variable scope of position; for absorption support, planning, performance and assessment difficulties by the variable grades taught; for performance and training difficulties by the variable study track. Also, novice teachers who experienced greater difficulty reported higher levels of the above four elements of absorption accompaniment difficulties. Furthermore, a significant positive relationship was found between absorption accompaniment difficulties and organisational commitment, and between absorption accompaniment difficulties and school inclusion.