The aim of this article is to advance knowledge on how Swedish primary schools organise education and what strategies they deploy to ensure inclusion and attainment of newly arrived migrant students. The article is based on semi-structured interviews with 30 teachers and school administrators, and oneyear of fieldwork undertaken in two multicultural urban primary schools in the Stockholm region. One of the schools initially places students in separate classes, while the other one places them directly into mainstream classes. Both are evoking inclusion and attainment as a reason for using their respective models. As such, do both 'get it right'? Using inclusion as the theoretical and conceptual framework this article addresses the broader question: How is the meaning of inclusion constructed in the processes of its practical implementation in these two schools? The results show the ambitious tale of inclusion in both schools was, in the process of the construction of its meaning and implementation, reduced to some of its aspects. Teachers and school administrators are allowed to include or leave out of their model whatever they deem necessary, obsolete, expensive or unrealistic and still fitting under the umbrella of inclusion. Sometimes it works, sometimes it does not, and both schools 'get it right' and 'wrong' in some aspects.

Previous research conducted in Swedish schools and beyond has shown how newly arrived migrant students are excluded by peers from the majority population and by longer-term residents. The novelty of the present article is its focus on the opposite: how peer interaction between newly arrived and other students arises in superdiverse school settings and what this interaction means for newly arrived migrant students. A multidimensional theoretical perspective with a focus on social interaction within school is utilized to illuminate the drama of social life. Ideals of the civil sphere, superdiversity, habitus and conviviality are combined, the goal being to create links between macro- and micro-levels. Peer interaction is analyzed as meaningful per se, rather than as an exchange value. This is valuable from a subjective perspective in relation to the notion that being ordinary is a key to belonging. The analysis shows the lived interconnectedness between ideals, institutions, practices, and individuals’ life experiences. The data are drawn from ethnographic fieldwork undertaken during one academic year in two middle schools [högstadiet] and 42 interviews with newly arrived migrant students and school staff in Sweden.