The wellbeing of pupils is increasingly recognised as a key factor in education, with the role of schools in shaping it emphasised across the literature. Classroom peers are likely among the most influential social connections of individuals during their formative years, and while pupils’ own peer relationships have been widely studied, the relation between classroom networks and pupil wellbeing remains underexplored. This study explored the relationship between structural features of pupils’ classroom and individual networks and their social wellbeing (defined through four domains: loneliness, belonging, acceptance, and prosociality).