Primary School Children with Special Educational Needs and Their Social Participation

The present study examines whether students with and without a special educational needs statement (SEN) differ in their social participation. Data analysis was based on a sample of N = 1436 students in second- and third-grade primary-school classes. Using standardized questionnaires we assessed peer-related classroom climate, self-perceived social integration, number of friends, and feeling of acceptance by the students' teachers. Propensity score matching was applied to control for differences between students with a SEN statement (N = 91) indicating difficulties in learning, language, or emotional and social development. Controlling for family background, academic achievement, and behavioral aspects revealed no differences in social participation.