Add to ORKGIt is known that teachers experience difficulties realizing the social participation of students with special educational needs in the inclusive education setting, in particular students with social and emotional problems and behaviour difficulties (SEBD; e.g. Schwab et al., 2015). These students are at risk of social exclusion, because they experience the most difficulties with their social participation in the inclusive classroom (e.g. Henke et al., 2017). Multiple meta-analyses on teacher’ strategies in the inclusive classroom indicate that teachers’ strategies are mostly focused on controlling the disruptive behaviour of students with SEBD (e.g. Durlak et al., 2010). The research to what teachers actually do to facilitate the social par...