Despite the potentials of education in fostering development and social connections, teachers in Nigeria are largely deficient of learners-friendly behaviours. Studies have shown that this, amongst others, is responsible for poor social interactions of special students found in mainstream classrooms. Hence, there is need to stem the tide. This study adopted a descriptive survey design. Using stratified random sampling technique, 260 Secondary School students in six secondary schools were selected in Ibadan Metropolis were involved in the study. Data were collected using an adapted questionnaire titled: Learners-friendly Classroom Teachers’ Behaviours - Students’ Interaction Questionnaire (LFCTB-SIQ, r = 0.78). This study showed that learners-friendly classroom teachers’ behaviours had significant impact on students’ social interactions in mainstream classes (F_(1,258) = 17.269 P<0.05). The analysis further showed a significant difference between male (N=126, X=39.63, SD= 11.58) and female (N=134, X=39.56, SD=5.79) students-teacher interaction in mainstream classes and a significant difference between male (N=139, X= 21.26, SD= 7.34) and female (N = 121, X= 16.22, SD= 5.27) students-students interaction in mainstream classes. While this study has perceived unending impacts on various stakeholders in the education industry, classroom teachers, special educators, care-givers, secondary school principals, ministry of education officials and curriculum developers would find the study helpful. Classroom teachers should realize that, there is a paradigm shift in pedagogy, such that effective teaching is not impacted, but facilitated.