Abstract
Little is known about the social networks of children with special educational needs and disabilities (SEND) in specialist school settings—schools designed to support specific educational needs. Most literature on the social connections of children with SEND suggests that they have fewer friendships and are more involved in bullying situations, but these data are usually collected from mainstream school settings, where children with SEND are the minority. To better understand the social connections of pupils with SEND in specialist school settings, we conducted a social network study in this educational context. Specifically, this research studied whole-school social networks in three special schools with differing specialisms: (1) social, emotional and mental health; (2) cognition and learning; and (3) autism. Positive peer networks (friends and play companions) and negative peer networks (bullying and victimisation) largely mirrored the social networks of mainstream schools, although there was less student hierarchy. However, we also identified important differences between the special school types, such as fewer connections overall in the social, emotional and mental health school. We offer novel insights for practitioners into the social networks of children with SEND. Our methodology confirms the feasibility of social network analysis in the special school context, opening avenues for future longitudinal research.