Children suffering from special learning disorders are faced with additional challenges when it comes to their ties to school or their interactions with their teachers. It was hypothesized that the implementation of a special program emphasizing socio-emotional learning would help them overcome these challenges. To test this hypothesis, a sample of 30 3rd through 5th graders of both genders was divided into two equal groups of 15 students, one of which went through a 12-session socio-emotional learning program. Both groups’ ties to school and relation to teachers were assessed both before and after the implementation of the program, using instruments with assumed validity and reliability. Data analyses showed a significant improvement in both constructs for the experimental group. Thus, the use of such programs is recommended.