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The successful inclusive education of all pupils involves many challenging systems of action, the implementation of which is often hampered or even prevented by Austrian education policy and the selective basic idea of a school and society that differentiates according to performance. Educational institutions are provided with insufficient resources, training and other helpful framework conditions, which is why inclusive schools are often forced to identify social and subject-specific courses of action with virtually no support from education policy, enabling inclusive teachers to fulfil their educational mandate towards all pupils (more) equitably. In the search for options for action in a social context, the educational concept of new authority according to Haim Omer offers valuable guidelines. The ideas of successful classroom management according to Albert Claßen and Christoph Eichhorn provide a subject-specific context for respectful behaviour in the inclusive classroom.