--- - |2 School context serves as a testing ground for exploring social relationships and satisfying needs for connection and affirmation, but often includes feelings of rejection. With a diverse high school sample (n = 645; 55% female; 61% White, 18% African American, 10% Latino, 10% Asian American, 1% Multiracial), patterns of experiences with marginalization and connection were identified and their associations with achievement and mental health examined. Using two‐step cluster analysis, three clusters were identified: above the fray, exposed and protected, and targeted and unsupported. Ethnic/racial background was not related to cluster membership. Except for gender and well‐being, associations between cluster membership and outcomes were similar across demographic background. The above the fray and the exposed and protected clusters were associated with better outcomes. - Journal of Research on Adolescence, EarlyView.