The purpose of the SIPP project “Social Inclusion through Pupils’ Participation” is firstly to support teachers to develop their work with participation and social inclusion based on pupils’ perspectives and experiences of social inclusion; furthermore, it aims to creating pedagogical material and developing strategies where teachers and researchers in cooperation elaborate learning opportunities, which support pupils’ social belonging and agency. In doing so, the project also contributes to, as well as it builds on, the support of teachers and professions. To develop knowledge through interaction between theory and practice is a successful starting point for teachers to own their knowledge, methods and to develop professional knowledge (Greenwood & Levin 2007; Närvänen & Elvstrand, 2019), hence supports professionalism and contributes to the development of the profession. The project stands on a belief that pupils’ perspectives need to be included in order to develop tools to enhance pupils’ participation. Pupils’ voices are for this reason an important resource to understand the complexity of social inclusion and to develop tools that can meet this complexity. More specifically the SIPP project focuses upon methods of how to create a socially inclusive climate in pupils’ whole school day, both in classrooms, breaks and different forms of extended education. Further, it aims to support teachers and educators to gain deeper professional knowledge about social inclusion as well as to develop participatory tools that enhance social inclusion in their everyday practice. The different activities and methods that are developed in the project will support teachers’ and educators’ professional development as they root and deepen their professional knowledge didactically and competence. Another central goal of the project is to open to a European dimension, where international exchange is a base to share professional teacher knowledge. It also provides a basis to capture the diversity and different experiences of pupils across different national contexts. With help of the child centered method, described above, the different activities in the project support teachers and educators to explore and develop their professional work based on pupils’ perspectives and experiences, to create educational material and develop and evaluate strategies, where teachers, educators and researchers in cooperation create learning opportunities that support pupils’ social inclusion. To support teachers’ and educators’ professional development in a European perspective is a key to develop sustainable knowledge and methods to deal with social inclusion in education in Europe. The primary target groups for the project are both teachers and educators in primary school/extended education and pupils in the ages 6-12. The pupils are recognized as actors during the whole project period when they share their experiences of social inclusion and possibilities for participation. The teachers and educators, together with the researchers, work to develop tools to enhance pupils’ participation. In addition, the project is aimed at school leaders, educational advisors, policy makers, different stakeholders and researchers in education who all have important political mandates in relation to teachers’ and educators work and pupils’ possibilities to participation. In conclusion, the overall aims of the project include:1. Initiate international cooperation and strengthen the European dimension in partner organizations.2. Analyse existing studies related to the field of social inclusion and specifically pupils’ participation.3. Explore, develop and analyse pupils’ experiences and perspectives as a tool for working with social inclusion in the school.4. Support teachers and educators to develop, implement and monitor best practice by using action research methods as a way to explore and modify their own practice to increase pupils’ social inclusion in school.5. Increase the knowledge, awareness and understanding of teachers and educators in order to identify risks for social exclusion and possibilities to social inclusion to strengthen educators’ professional role in school.6. Design tools to work with pupils’ perspectives and experiences of social inclusion.7. Bundle and disseminate knowledge, experiences and best practice developed within the project to larger target group.