Social interaction is key for learning. In this study on student interaction in a social learning environment, we identified two student groups with contrasting levels of social prestige-defined as the level of discursive attention one receives in relation to one's discursive activities. The higher-prestige group was found to form a densely connected "rich club" less likely to interact with the lower-prestige group. Further network analysis linked this phenomenon with the timing of students' relationship formation and weekly participation.