Using large scale survey data, I document substantial differences in behavioural engagement (defined as involvement in academic and social activities, cooperative participation in learning, and motivation and effort) and emotional engagement levels (defined as a sense of belonging and well-being at school) between students with and without special needs in regular classes and show that the impact of engagement, in particular motivation and effort and participation in learning activities, on academic achievement is equally important for SEN and non-SEN students. The results highlight the importance of inclusion initiatives aimed at improving the engagement of SEN students included in regular classrooms.