Advocates of inclusive education argue that the social inclusion of students with secial educational needs (SEN) increases when they are educated with tyically develoing eers. However, research indicates that this is not aarent for all students with SEN. Students with social, emotional and behavioural difficulties (SEBD) are often socially excluded. To understand the situation of these students, their voices should be heard. The aim of the current exlorative study was to gain insight into: (1) the exeriences of students with SEBD regarding victimisation and social exclusion, and (2) the aroaches they alied and referred resolving social roblems. We conducted semi-structured interviews with 28 socially excluded students from grades 5 and 6, attending general (N = 6) and segregated secial (N = 21) rimary education. The articiants were romted to talk about their own exeriences using hyothetical scenarios. The interviews were analysed using a multi-grounded theory aroach. The results show that students referred different aroaches to resolving these social roblems than the alied aroaches. They would have liked to have seen their eers and teachers to show more initiative. In line with these results, the need to listen to the students' voices are emhasised.