Social and emotional learning is a process that develops social and emotional competence which is very important for the life of each individual. The skills which are developing are: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The social and emotional development of children needs to be encouraged in the family, at school and in the community. The school, as an educational institution, places the greatest emphasis on learning academic skills. That is why it is necessary to include social and emotional learning programs in the curricula. This is necessary so that students who are typical development and students with disabilities can learn together, make and maintain friendships, respect diversity and accept each other. Inclusion is based on acceptance of diversity and non-discrimination and inclusive education ensures equal educational opportunities for all students. In inclusive education teachers have an important role, beside professional development they should also work on personal development and improve their own social and emotional competence. They affect the classroom climate, the relationships between students with and without difficulties, and the quality of the teacher-student relationship. Typical development peers contribute to inclusive education. In addition to positively influencing the development of many skills in students with disabilities, they develop awareness and empathy towards students with disabilities, accept diversity and improve their own social and emotional skills. Students with different types of difficulties often have underdeveloped social and emotional competence, which negatively affects their relationships with peers and teachers. It is essential for inclusion, to implement programs of social and emotional learning so that inclusion would make sense and it would not be bring down to integration. The aim of this paper is to provide an overview of new research and insights related to the social and emotional learning of students with disabilities involved in regular schools, as well as their typical peers. Furthermore, it will provide insight into the importance of teachers' social and emotional competence and their impact on the inclusion process. The characteristics of social interactions of students with different types of difficulties in inclusive schools will be presented in order to see the need for including social and emotional learning programs in order to improve their social and emotional skills, consequently increasing acceptance by typical development peers and development of friendship.