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Abstract Abstract The positive psychological approach to education has further illuminated the facilitating role of life satisfaction (LS)—the overall evaluation of the quality of one’s life—on educational outcomes. Positive educational approaches emphasize resilience, positive emotion, meaning/purpose, and social engagement as potential predictors of students’ life satisfaction. This general approach could enhance educational outcomes for students with disabilities as well, moving beyond a narrowly biomedical understanding of disability toward a holistic social–ecological framework linking an empowered self-concept to achievement in school. Critiques of positive education have argued that to date, the field has overfocused on individual strengths relative to school-level processes and cultures. In this chapter, we argue that to be most useful generally, and for disabled people specifically, positive education should broaden its scope beyond individual strengths to incorporate the role of social groups in constructing a positive self-concept. To explicate this argument, we first review literature on predictors of LS (e.g., social relationships, perception of choice, sense of purpose/meaning) and how these LS sources are complicated for disabled people by factors ranging from ableism, stigma, and environmental barriers to disability onset and duration. We then review evidence for the role of positive social identification with other disabled people as a conduit through which LS and associated factors can be realized. We conclude with some specific ideas about how an evidence-based social identity approach (SIA) can enrich and strengthen positive education for students with disabilities.