Abstract
This study focused on differences in well-being and peer acceptance of three groups of low-achieving students in regular and special education in the Netherlands. Well-being was
assessed by means of a self-image scale consisting of 39 statements and peer acceptance through sociometric nomination and rankorder procedures. Low-achieving students in regular education who received remedial help had a similar self-image and were equally accepted by their peers as the low-achieving students in regular education who did not receive remedial support. Students in special education, however, had a slightly better self-image and were also a little more accepted by their peers than the low-achieving students in regular education. Low-achieving students in regular education who received remedial support neither profited nor suffered from their "needy" status regarding peer acceptance.
