Project ERIS aims to identify good methods for including pupils with behavioral or other problems in general education and is organized into three sub-projects. The first sub-project reviews the literature on students’ roles as regards the inclusion of children with behavioral or other problems in general education. The purpose of this literature review is to identify best practice as regards methods for inclusion. The second sub-project gives an overview of methods for inclusion in general education in Denmark and is organized into two parts, 2a and 2b. Subproject 2a is a quantitative analysis of data from the Danish Inclusion panel. The Inclusion panel consists of data on nearly 8,000 pupils in grades 5 and 7, and pupils in municipalities with a high degree of inclusion are oversampled. Sub-project 2a gives an overview of the inclusion methods which are currently applied in Denmark. In addition, subproject 2a examines the methods for inclusion which are correlated with high degrees of pupils’ learning and well-being in school. Sub-project 2b is a qualitative analysis of methods for inclusion in selected schools which also focuses on the methods which seem to have the largest positive influence on pupils. On the basis of the knowledge obtained in sub-projects 1, 2a and 2b, new methods for inclusion are developed, implemented and tested in schools in subproject 3.