This review synthesizes the evidence concerning psychosocial development in children with mild to severe sensorineural hearing impairment. An interdisciplinary perspective is adopted to examine social-emotional learning and development, including Quality of Life (QoL), self-concept, and social access. Gaps in our empirical knowledge are highlighted to identify further research needs. Concerns are raised about sampling issues and a lack of consistency in measurement strategies. The need to study prospectively a new generation of children with early access to amplification is stressed.