This paper presents the main contribution of the Successful Educational Actions (SEAs) which respond to current needs of educational systems and of society. SEAs make possible achieving a maximum of results with the existing resources. This is possible because the schools implementing SEAs organise better their resources and take the maximum profit from them. Six longitudinal case studies conducted in 5 European countries have shown that this more efficient use of resources entail: first, not separating students according to ability levels but grouping them heterogeneously; second, reorganising the human resources available at the school to help the students with more difficulties within inclusive settings; third, taking into account also the available resources in the community beyond the school (including family members and other volunteers); and fourth, taking advantage of the school premises and resources for learning activities after the school timetable. INCLUD-ED demonstrates that it is not the characteristics of the students, the families or the neighbourhood which explains the results achieved but the actions implemented, more specifically, whether these actions are based on scientific evidences or not. These evidences make possible overcoming contextualist perspectives that legitimate inequalities and potentially use SEAs as the basis for educational policy.