Previous research has pointed out that pupils with special needs run a greater risk of being excluded in the regular classroom (Pijl, Frostad & Flem, 2007; Koster ao, 2007; Mand, 2007). Using sociometric techniques these pupils have been described as pupils less accepted by their peers, having less friendships compared to their typical peers and as pupils less participating in subgroups.It is as yet not clear which characteristics are important here. In the literature several suggestions have been presented: the behaviour, the looks, the level of competence, the type of impairment, etc. Most research has focused on processes of social exclusion in the general population. Empirical research focusing on the variables influencing the social position of pupils with special needs in regular elementary education is however scarce. More knowledge about these mechanisms seems imperative in order to develop intervention programmes aimed at improving the social position of segregated pupils.In total 120 students, aged 14 - 15, were asked to name up to five of their best friends. These data are input in analyses based on the NEGOPY software (Richards, 1995). The analyses focus on the students' networks in school. Every individual student can be described as either belonging to one of the networks or as being outside the networks. Next to the sociometric data we further collected data about the criteria students have for selecting friends in class, e.g. looks, interests, school performance. Each of the existing networks and each of the pupils outside the networks can be characterized by the criteria they use in selecting friends (Pearson & Michel, 2000). It is possible that one network is largely defined by the members' focus on sport and anotherr by the members attention for academic performances. The analyses will further address the social position of all pupils not belonging to one of the networks with special attention to the position of pupils with special needs and low performing pupils. The posible mismatch between the criteria important in each of the networks and the characteristics of the pupils outside the networks will be analysed. Datagathering is finished. Data analyses has started. The expected outcomes are a description of characteristics important for belonging to one of the networks in school and an explanation of the characteristics pupils with special needs and low performing pupils seem to miss.Frostad, P. & Pijl, S.J. (2007). Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European Journal of Special Needs Education, 22, 1, 15-30.Koster, M., Pijl, S.J., Houten, E. van & Nakken, H. (2007). The social position and development of pupils with SEN in regular Dutch primary schools. European Journal of Special Needs Education, 22(1), 31-46.Mand, J. (2007). Social position of special needs pupils in the classroom - a comparison between German special schools for pupils with learning difficulities and integrated primary school classes. European Journal of Special Needs Education, 22, 1,Pearson, M. & Michell, L. (2000) Smokerings: Social network analysis of friendship groups, smoking and drug-taking. Drugs: Education, Prevention and Policy, 7, 1, 21-37.Pijl, S.J., Frostad, P. & Flem, A. (2007). The social position of pupils with special needs in regular schools. Scandinavian Journal of educational research, Accepted. Richards, W.D. (1995). Negopy 4.30. Manual and User's Guide. Burnaby: Simon Fraser University. to be selected later