Inclusive classrooms provide new opportunities for group membership and creation of effective learning environments. In order to facilitate the success of inclusion as an approach and philosophy, it is important that all class members as well as their teachers develop the skills to understand one another, and to communicate and work together effectively. Students with or without disabilities have the right to be educated in the least restrictive, most appropriate environment. The movement toward less restrictive environments is not only a school phenomenon; it is a societal one with the ultimate goal being to have individuals with all types of disabilities live, work and be educated in their own communities. For this reason it is imperative that the schools adjust to serve all students. If we do not work in this line, it is conceivable that he/she will not develop the necessary skills for how to effectively live and work with them. EBE-EUSMOSI have the aim to identify and integrate, within a reference model, the research procedures which can contribute to an evidence-based validation of educational programs aimed at school inclusion for all pupils. The PROSEL program was conceived: (1) From the will to experiment with innovative didactic practices which support the structure of an inclusive school through the development of social, prosocial and emotional skills in all students; (2) From the commitment to give teachers, appropriate “tools” useful in their daily work and adaptable in the increasingly heterogeneous classes. Four basic approaches to implement the PROSEL program: Systematical teaching of the social-emotional and prosocial competences; Integration of the social-emotional and prosocial competences in others subjects; Create a positive climate in class; Engaging the families.