In this investigation, the authors examined the perceptions children had of their relationships with parents, peers, and teachers; their bonds with schools and neighborhoods; and their social, behavioral, and emotional adjustment. Participants were 96 students in the fifth and sixth grades who were receiving special education services for learning disabilities (n = 40), emotional and behavioral disorders (n = 18), mild mental retardation (n = 18), and other health impairments (n = 20). Findings indicated that both positive and negative aspects of these children's relationships and bonds were associated with social, behavioral, and emotional adjustment. Furthermore, different aspects of these relationships and bonds were differentially associated with adjustment variables. These findings suggest that it is important to consider how social relationships and social contexts relate to the adjustment and functioning of children with high-incidence disabilities.