Studies of inclusion have often focused interaction between main-stream pupils and pupils from ethnical minorities or pupils with special needs. The project Between pupils will examine wether perspectives from these research areas may contribute to the understanding of characteristics of a peer culture that supports inclusion of most pupils. I understand inclusion in school as closely related to participation and belonging when it comes to both study work and social interaction. By participation in study work I mean if and how the pupils are actively present, how they influence the development of the learning situations, wether they meet relevant challanges in propotion to their own qualifications and how they experience the connections between school subjects and their own knowledge. Belonging connected to study work is related to experienced integration in study work, if and how the participation means something to the pupils and how the pupils are able to utilize their own competence. By social participation I emphasize if and how the pupils participate in social inteaction caracterized by acceptance, consideration, respect and that inequality is accepted and preferably appriciated. By social belonging I emphasize if and how the school is an arena where the pupils usually expect social interaction which includes these qualities, and in addition that the pupils establish and develope relations of friendship. Based on this, inclusion might be described as social interaction, negotiations and conflicts at a field where participation and belonging related both to study work and social interaction form the four corners. Constituating for and integrated in this interaction is a peer culture where the dominating norms for interaction takes care of both the indiduals right to express themselves and their obligation to take into consideration the interests of the community. The ideal is that everyone should be met by expectations from the peer group that contributes to their development of social and communicative competence, and at the same time everyone should learn to appriciate a community that includes diversity. The life in an inclusive community will incorporate processes of both inclusion and exclusion. Nobody is entitled to be included all the time, but everybody is entitled to a basic participation and belonging when it comes to both study work and social interaction. In the project Between pupils the concept of culture is used as a theoretical framework to understand the interactions and tensions between the actors, the community, different groups in the community and the context these are part of. In an inclusive culture the actors way of handling differences are characterized by the differences being accepted and partly appriciated. The fields of both youth research and school research give important contributions to the understanding of how young people experience their lives in school, even though the relation between these two traditions of research might rather be characterized by conflict than by fruitful, critical cooperation. Consepts and perspectives from the field of tensions between these two research traditions might be combined into fruitful frames to understand young peoples own experience of everyday life in school. In the project Between pupils both youth research and school research will be used as basis for analysis of important discourses in the peer culture. The research question focuses at connections between interactions and tensions in the culture and the study work of the pupils. This question will be studied by qualitative methods; field observations in classrooms aided by video recordings, interviews with groups of pupils as well as individual interviews.