Current research has established that inclusive schooling alone cannot ensure the social participation of all children -- a central goal of inclusive education. Therefore, this study examines whether the participation of students is dependant on the type of difficulty they experience (learning vs. behavioural) and the degree of class cohesion. Psychometric and sociometric instruments were used to operationalise participation (reciprocal relationships, self-perceived acceptance) and cohesion. Standardised achievement data and teacher assessments of behavioural problems are available for each of the second/third-grade respondents (N = 1025, 46 classes). The data was analysed using multi-level regression analyses. Our results indicate that especially children with behavioural problems represent a risk group in regards to social participation. Class cohesion was positively associated with social participation. The results are discussed with regard to implications for school practice.