The aim of the study is to bring the examination of students’ psychological capital into the discourse on inclusive education, and to investigate its associations with informal status. To assess psychological capital, we adapted the validated Hungarian translation of the questionnaire developed by Luthans and colleagues (2007) (Kádi et al., 2020) to school settings. To measure informal capital, we used a self-rated popularity scale and an index measuring the extent of peer and teacher relationships. The study was conducted in Budapest, a town, and two villages, in primary schools among grades 5–8, with a total sample size of 381.  The findings indicate that the strength of students’ psychological capital is significantly associated with both social relationships—particularly relationships with teachers—and academic achievement. These results suggest that the deliberate integration of psychological capital development into pedagogical practice may contribute to the creation of successful and inclusive learning environments.