Ample research demonstrates that affect is closely related to the academic achievement of both ordinary students (Frenzel et al., 2009) and students with learning disabilities (LD) (Bryan et al., 2004). In Germany, the concept of school-related well-being—comprising a cognitive, affective, and physical dimension (Hascher & Hagenauer, 2011)—is a key outcome variable discussed with respect to possible effects of inclusive education on children. To date, however, surprisingly few researchers have actually addressed the school-related well-being of LD students in empirical studies (Wild et al., in press). School-related well-being is assumed to be closely related to students' social participation, which is another controversial topic in the light of the implementation of inclusion in education (de Boer, 2012). The present paper focuses on the development of affective characteristics of primary school children with LD in different special education setting, namely in special schools ("Förderschule") versus inclusive schools, across three measurement points from third through fourth grades. We examine the reciprocal relations between the affective dimension of school-related well-being (positive and negative affects) and social participation as reported by the children. Analyses are based on data from the „Bielefeld Longitudinal Study on Learning in inclusive and exclusive Forms of Special Needs Education” (BiLieF). About 45% (n=211) of the total sample (N=463) attend exclusive special education schools. Results from multiple-group structural equation modeling (χ2 (26) =52.65, p=.001, CFI=.974, RMSEA=.04) indicate that, in both school settings, (a) social participation is a significant predictor of positive affect in school over time, but not of absence of negative affect, (b) social participation and actual positive affects correlate as expected within particular measurements, and (c) positive and absence of negative affect is just slightly correlated at each measurement point. Possible explanations and implications of these findings will be discussed.

Bryan, T., Burstein, K., & Ergul, C. (2004). The social-emotional side of learning disabilities: A science-based presentation of the state of the art. Learning Disability Quarterly, 27, 45-51. de Boer, A. (2012). Inclusion: a question of attitudes? A study on those directly involved in the primary education of students with special educational needs and their social participation. Groningen: Stichting Kinderstudies. Frenzel, A. C., Götz, T. & Pekrun, R. (2009). Emotionen. In E. Wild & J. Möller (Hrsg.), Lehrbuch Pädagogische Psychologie (S. 205-231). Heidelberg: Springer. Hascher, T., & Hagenauer, G. (2011). Schulisches Wohlbefinden im Jugendalter - Verläufe und Einflussfaktoren. In A. Ittel, H. Merkens & L. Stecher (Hrsg.), Jahrbuch Jugendforschung (10. Aufl., S. 15-45). Wiesbaden: VS Verlag für Sozialwissenschaften/ Springer Fachmedien Wiesbaden. Wild, E., Schwinger, M., Lütje-Klose, B., Yotyodying, S., Gorges, J., Stranghöner, D., Neumann, P., Serke, B. & Kurnitzki, S. (in press). Lernen in inklusiven und exklusiven Förderarrangements: Erste Befunde des BiLieF-Projektes zu Leistung, sozialer Integration, Motivation und Wohlbefinden. Unterrichtswissenschaft.