This paper is a theoretical exploration, aiming to investigate the extent to which symbolic interactionist theory, specifically Cooley's Looking-Glass Self and Mead's Theory of the Social Self, can illuminate how pupils with special educational needs (SEN) develop their self-understanding. For students, inclusive education settings are a significant place of identity formation through micro-level (daily) exchanges with teachers and peers. Building on previous research on academic and social self-concept, peer interactions, and inclusive pedagogy, this paper suggests that symbolic interactionism offers a valuable perspective on both the emotional health and academic value of SEN learners. It also leaves important knowledge gaps, emphasizing the need to study the role that social processes play in shaping self-perceptions in this environment. Ultimately, the chapter offers concrete teaching strategies grounded in the work of Cooley and Mead to help teachers create classrooms that are not only inclusive but also reflective and identity-affirming. In connecting theory and practice, this work aims to foster a deeper understanding of the formation of self-concept in special education.