Background: Providing inclusive, quality education for all children is one of the United Nations' sustainable development goals for 2030. Aims: The aim of this study, carried out in France among 491 parents of children with a disability aged 3 to 18 and enrolled in ordinary schools, is to measure the well-being and social inclusion of children and to identify the factors that promote well-being and social inclusion at school. Methods and procedures: The parents fill in various questionnaires relating to the well-being and social inclusion of their child, the quality of their relationship with the teacher and their satisfaction with the accommodations offered at school. They also provide information about their child and their socio-economic situation. Outcomes and results: Regression analyses show that well-being and social inclusion depend on the nature of the child's disability and decrease with age but do not significantly depend on child's gender and academic level or social background. Furthermore, well-being and social inclusion can be significantly improved when the quality of the parent-teacher relationship and school accommodations are satisfying.

The results of this study encourage the development of quality parent-teacher relationships to promote well-being at school.

This article attempts to analyse the factors that do or do not contribute to well-being and social inclusion at school of students with disabilities, something that has been little studied before through quantitative studies in France. It shows the differences in well-being and social inclusion at school depending on the type of disability the child has. According to their parents, children with intellectual or motor disabilities are the happiest at school, while those with autism, dys-disorders or attention disorders are the least happy. However, the study does not reveal any differences depending to the parents' socio-professional category or to the child's academic level. In addition, well-being and social inclusion are significantly improved when relations with teachers are good and adaptations judged to be satisfactory.