Abstract
This study aimed to follow Hungarian general primary school classroom communities (N = 12) that included children with mild intellectual disability (MID) (N = 20) over a three-year period to describe changes in the most important social characteristics of communities regarding group cohesion and see how communities develop on their own without planned support. A total of 291 students participated in the research. A peer nomination survey was conducted in each class in grades 4 and 5, and then three years later. The quantitative analysis revealed no significant difference in the values of the measured sociometric indicators after three years. Furthermore, a linear direction in the evolution of the indicators, which would contribute to the implicit development of a community alongside increased time spent together, could not be identified. This condition did not favor students with MID, as they had significantly fewer mutual choices than their peers. The results of this study emphasize the need for professionally designed community development to create and maintain an inclusive classroom community.