Successful inclusive education creates not only a learning environment for supporting the cognitive abilities of all children but also their social development. The aim of the present study is to analyze the stability of social and emotional integration of students with and without special educational needs (SEN). Furthermore the effects of social behavior and social competences on the longitudinal development of social and emotional integration will be analyzed. A longitudinal study with two assessment waves was conducted. The first measurement took place at the end of the 5th grade, the second one year later. The sample consisted of 38 students with and 112 students without SEN from integration classes in Austria. Results indicate that children with SEN are less socially integrated but similar emotionally integrated as children without SEN at t1 and t2. A variance analysis showed no significant mean differences between the two measurements (t1 and t2) in social and emotional integration. Regarding the predictors for social integration at t2 only the subscale of teacher assessed social competence of students (except social integration t1) was significant. For the emotional integration at t2 (except emotional integration t1) only direct victimization (peer assessed) was a significant predictor.