Introduction Bullying is the most common type of violence in school. Nearly one third of students worldwide are bullied, with negative physical, psychological, relational consequences for victims, perpetrators and bystanders. Bullying is a group process that involves school climate in promoting or inhibiting aggressive behaviors: positive relationships with peers and teachers are protective factors against victimization, while problems in school adjustment are related to bullying in both victims and bullies. Individuals owning to minorities are more at risk for bullying, because they differ from the group. Among these, students with disabilities and other special educational needs (SEN) are overrepresented in bullying involvement, with negative outcomes persisting over time. The purpose of the inclusive school is to benefit students with disabilities in preventing victimization. The Italian school differs from other worldwide school systems because it is “genuinely inclusive”: almost all students are included in mainstream education. However, also in inclusive schools, bullying can occur, especially if students have problems in school adjustment and relationships. Aim Despite bullying has been largely explored among the mainstream school population, studies focused on students with disabilities and other SEN still remain scarce. Further, most studies have focused on single neurodevelopmental disorders. Also, research conducted in the Italian fully-inclusive school system is few. So, the main objective of this Doctoral Thesis was to explore school adjustment and bullying in students with different neurodevelopmental disorders and other SEN in the Italian inclusive education context. Method A quantitative data collection was conducted in 19 Italian primary and lower secondary schools, using surveys completed by 991 students and 95 teachers. Six studies were conducted to analyze social relationships with teachers and peers and presence of bullying and/or victimization in children who stutter -CWS- (Studies 1-2), in students with attention-deficit/hyperactivity disorder -ADHD- (Studies 3-4), in students with learning disabilities -LD- and with other SEN (Studies 5-6), and in students with typical development. Results Statistical analysis shows differences in school adjustments and bullying depending on students characteristics, suggesting also the mediating role of the relationship with teachers and the social status among peers in the link between bullying and neurodevelopmental disorders (CWS, ADHD and LD) and other SEN conditions. Discussion and Conclusions Compared with their peers, students with neurodevelopmental disorders and other SEN are more at risk for problems in school adjustment and school bullying, with specificities depending on the categories of disorders they belong to. Findings offer to researchers and professionals in education an in-depth knowledge about the inclusive school experience of students with neurodevelopmental disorders and SEN in the case of the Italian school system.Introduction Bullying is the most common type of violence in school. Nearly one third of students worldwide are bullied, with negative physical, psychological, relational consequences for victims, perpetrators and bystanders. Bullying is a group process that involves school climate in promoting or inhibiting aggressive behaviors: positive relationships with peers and teachers are protective factors against victimization, while problems in school adjustment are related to bullying in both victims and bullies. Individuals owning to minorities are more at risk for bullying, because they differ from the group. Among these, students with disabilities and other special educational needs (SEN) are overrepresented in bullying involvement, with negative outcomes persisting over time. The purpose of the inclusive school is to benefit students with disabilities in preventing victimization. The Italian school differs from other worldwide school systems because it is “genuinely inclusive”: almost all students are included in mainstream education. However, also in inclusive schools, bullying can occur, especially if students have problems in school adjustment and relationships. Aim Despite bullying has been largely explored among the mainstream school population, studies focused on students with disabilities and other SEN still remain scarce. Further, most studies have focused on single neurodevelopmental disorders. Also, research conducted in the Italian fully-inclusive school system is few. So, the main objective of this Doctoral Thesis was to explore school adjustment and bullying in students with different neurodevelopmental disorders and other SEN in the Italian inclusive education context. Method A quantitative data collection was conducted in 19 Italian primary and lower secondary schools, using surveys completed by 991 students and 95 teachers. Six studies were conducted to analyze social relationships with teachers and peers and presence of bullying and/or victimization in children who stutter -CWS- (Studies 1-2), in students with attention-deficit/hyperactivity disorder -ADHD- (Studies 3-4), in students with learning disabilities -LD- and with other SEN (Studies 5-6), and in students with typical development. Results Statistical analysis shows differences in school adjustments and bullying depending on students characteristics, suggesting also the mediating role of the relationship with teachers and the social status among peers in the link between bullying and neurodevelopmental disorders (CWS, ADHD and LD) and other SEN conditions. Discussion and Conclusions Compared with their peers, students with neurodevelopmental disorders and other SEN are more at risk for problems in school adjustment and school bullying, with specificities depending on the categories of disorders they belong to. Findings offer to researchers and professionals in education an in-depth knowledge about the inclusive school experience of students with neurodevelopmental disorders and SEN in the case of the Italian school system.