Having a best friend for many of us is a defining feature of our school years. However in the spirit of inclusivity many primary schools across the UK have begun to implement a policy of banning best friends. Indeed, there was recently great media hubbub surrounding the fact that Prince George is attending a school where best friends are not allowed. The aim of outlawing children from having a best friend is to foster a greater sense belonging within the classroom and avoid the indisputably negative effects of social rejection. However, a strong tradition of psychological research demonstrates the central role of friendships for children’s developing social, emotional and cognitive skills, which begs the questions – does banning best friends do more harm than good? The current review explores the importance of friendship in the early school years and the social and cognitive features associated with children’s early ability to initiate and maintain friendships.