This chapter examines the social interactions and bullying of pupils with moderate learning difficulties (MLD) in mainstream and special schools. It describes children's experiences of 'bullying' and interpersonal social inclusion/exclusion. In a more United States study, S. Pavri and R. Luftig found that 11-year-old students with learning disabilities were less popular, experienced more loneliness and were less socially acceptable than those without learning disabilities. The chapter describes the social affiliations in three US primary schools, focusing in particular on the academically 'gifted' and those with difficulties. It focuses on friendship groups, belonging and isolation, and the likelihood of differing levels of interpersonal inclusion or acceptance experienced by those with learning difficulties. Pre-adolescent students with mild mental retardation in mainstream schools reported more depression and feelings of loneliness and were perceived as having lower social status than their counterparts in special schools.