A sense of school belonging has been theorized to be crucial to a childs positive school adjustment and may contribute to their future mental health. The present study investigated the relationship between sources of social support as measured by Harters Social Support Scale for Children and Goodenows Psychological Sense of School Membership. The sample was composed of 52 middle school age students with learning disabilities and a matched sample of nondisabled classmates. Further analysis examined the relationship between belonging and background variables and self-perception. Possible group differences were described and the implications for school change offered. (Contains 15 references and 3 tables.) (Author)