In several countries like Austria, Ireland, Germany and Switzerland inclusion is high on the policy agenda (see e.g.European Agency for Development in Special Needs Education, 2012). More and more students with special educational needs are educatedwithin the same classrooms as students without special educational needs.In the context of increasing inclusive education, it is important to monitor not only the learning outcomes of students but also their social and emotional development.In this symposium, the effects of school inclusion on school well-being are investigated from different angles and differing conceptualizations of school-related well-being.

In the first presentation  the school well-being of 1115 Austrian 4^th and 7^th grade students, including 129 students with special educational needs, is analysed. Half of the sample was taught in inclusive classes and half was taught in regular classes. Results of multilevel regression analyses show that, next to gender, behavioural difficulties predict self-reported school well-being. However, having special needs or not, as well as being educated in an inclusive classroom (compared with a regular classroom where no child with special needs is educated in the same class), are not related to school well-being.

Complementary to this study, the second presentation focusses on cognitive, affective and physical dimensions of well-being of students with learning disabilities in inclusive and special schools. School well-being of 463 German students with learning disabilities were assessed three times (3^rd grade until 4^th grade) which allowed the development of a longitudinal picture of the emergence of positive and negative effects of school-related well-being. Outcomes ofmultiple-group structural equation modeling, which showed that social participation is a significant predictor of positive well-being, will be presented

In the third study, 622 6^th graders from Switzerland were analysed regarding theiremotional experience in class, based on the theory of Positive Activation and Negative Activation. State emotions consist of 14 reports per student (using the experience sampling method) while for trait emotions, academic self-concept and emotional attitudes, a conventional questionnaire was used. Structural equation modelling indicates that academic self-concept and emotional attitudes have a significant effect on the difference between self-reported trait and state emotions in class.

While the first three studies report results of different conceptualizations of school-related well-being, the last study focuses on school engagement. Results from a longitudinal analysis of more than 8500 students from Ireland will be presented. At first measurement point the participants were about 9 years old; the second measurement point was four years later. First findings from the study show differences between students with and without special educational needs in cognitive and affective domains (e.g. self-concept). Further results illustrate that school disengagement can be predicted by students’ SEN status, and by the interaction of SEN type, gender and social class. The discussant will summarize, compare and bring together the main results of all four studies and critically discuss the importance for research and practice. Overall the symposium provides rich insights and allows for a more complete understanding of school-related well-being in inclusive schooling.

European Agency for Development in Special Needs Education (EADSNE) (2012). Special Needs Education, Country Data 2012. Odense: EADSNE.