The article shows the relevance of research on the social intelligence of children and adolescents in inclusive education. In an empirical study involving 51 fourth graders from inclusive education classes, 57 from regular classes, 48 ninth graders from inclusive education classes and 53 from regular classes, J. Guilford’s subtests 2 and 3 of the social intelligence test were applied. It is shown that students of inclusive classes have lower indicators of the verbally mediated factor of social intelligence, responsible for a subtle analysis of the context of the social situation. The directions of further research on this problem are discussed.