<![CDATA[Slow learners in inclusive elementary schools often face obstacles in building social relationships, which impacts the fulfillment of their psychological need for acceptance; meanwhile, research on the external factors shaping their social acceptance remains limited. This study aims to explore the external factors that support the social acceptance of slow learners in schools. Employing an exploratory qualitative approach, the study involved five slow-learning students from inclusive elementary schools in Surabaya—selected via purposive sampling—alongside insights from their teachers and parents. Data were collected through semi-structured interviews, non-participant observation, and documentation, then analyzed using reflective thematic analysis; data validity was ensured through source and technique triangulation. The results identified two main themes—social support and social interaction—encompassing four sub-themes: parental support, teacher support, social contact, and conflict resolution. The findings indicate that support from parents and teachers, as well as acceptance during peer interactions, play a crucial role in shaping social acceptance for slow learners; although some still experience rejection and communication limitations, these issues do not become insurmountable obstacles if the environment responds proactively. This study underscores that the success of inclusive education requires a school environment that supports children's psychological needs through supportive social relationships.]]>
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