Background: Based on learned helplessness theory and conservation of resources theory, the present study explores the role of schools' social environments (i.e., school belonging, school exclusion, and teacher-student relationships) as potential buffers and amplifiers in students' development of learned helplessness during adolescence. Aims: We examine whether school belonging, school exclusion, and teacher-student relationship moderate the longitudinal association of learned helplessness differently for students from low-track schools and high-track schools. Sample: The study uses a sample of N = 1,088 (M[subscript age] = 13.70, SD = 0.53; 54% girls) adolescent students who participated in a two-wave longitudinal study. Methods: We conducted latent moderated structural equation modelling to examine whether school belonging, school exclusion, and teacher-student relationship moderate the longitudinal association of learned helplessness differently for students from low-track schools and high-track schools. Results: The moderation analyses revealed that students from both school tracks are differently affected by school belonging and school exclusion in their development of learned helplessness. Teacher-student relationship did not moderate the association. Conclusion: Our findings underline the important role of the social environment in students' development of learned helplessness. Particularly, the differential effects found for the different educational tracks highlight the necessary awareness of educators to interindividual differences of their students.