More and more schools are facing the challenge of establishing inclusive structures, integrating students with special educational needs into regular operations. From an interdisciplinary perspective, the volume not only examines performance-related aspects of school inclusion for heterogeneous and vulnerable student groups but also expands the debate to include aspects of well-being that are closely related to academic performance. Another focus is on the stress and well-being of teachers, as well as the challenges associated with school heterogeneity and inclusion.