Although emphasis is placed on equal opportunities for education and the fulfilment of individual educational needs for all students, attention tends to be fixed on addressing the needs of students with special educational needs or sociocultural disadvantages. The aim of this project is thus to explain (1) in what ways do teachers (n = 6) address individual student educational needs (n = 50) in two lower secondary school classrooms and (2) student perspectives on and responses to their individual educational needs being addressed by teachers. We frame student diversity through the concept of differentiated instruction. This project contributes by capturing in detail the practices and perspectives both of teachers and students, something neglected in previous research. The ethnographic research design allows the researched phenomenon to be explained in a complex way—as a result of the triangulation of various data sources within a rich data corpus. The project will enrich the knowledge of this field through three WOS studies and two SCOPUS studies.

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