Advocates of inclusive education argue that the social inclusion of
students with special educational needs (SEN) increases when they
are educated with typically developing peers. However, research
indicates that this is not apparent for all students with SEN. Students
with social, emotional and behavioural diffi culties (SEBD) are often
socially excluded. To understand the situation of these students,
their voices should be heard. The aim of the current explorative study
was to gain insight into: (1) the experiences of students with SEBD
regarding victimisation and social exclusion, and (2) the approaches
they applied and preferred resolving social problems. We conducted
semi-structured interviews with 28 socially excluded students from
grades 5 and 6, attending general ( N = 6) and segregated special
( N = 21) primary education. The participants were prompted to
talk about their own experiences using hypothetical scenarios. The
interviews were analysed using a multi-grounded theory approach.
The results show that students preferred diff erent approaches to
resolving these social problems than the applied approaches. They
would have liked to have seen their peers and teachers to show more
initiative. In line with these results, the need to listen to the students’
voices are emphasised.
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