Two studies were designed to examine the effect of school placement (specifically, mainstreamed versus self-contained classrooms) on the social development of hearing-impaired high school youth. In the first study, 85 hearing-impaired high school students (some in self-contained classrooms, and others mainstreamed) were assessed on measures of social adjustment, emotional adjustment, self-image, confusion, and integration. Results did not indicate any statistically significant differences for the social development measures. Regression analysis (used to determine if the degree of social maturity was related to sex, race, total hours mainstreamed, or reading level) indicated no significant relationship except for the variables of confusion and reading level. It could not be concluded that hearing-impaired students in mainstreamed classrooms experience poorer or enhanced social development than do their peers in self-contained classrooms. The second study involved 14 hearing-impaired students in an undergraduate psychology class at Gallaudet College (Washington, D.C.) who completed a questionnaire about their high-school experiences. Students in residential schools reported less confusion and felt more integrated into the school than mainstreamed students. Several factors contributing to social development and positive feelings about high school are cited. (JDD)