<p>Social participation is one of the main goals of inclusive education. However, research shows that participation cannot be ensured through inclusive schooling alone. Learners with low school performance, low socio-emotional skills and/or from a&#xa0;migration background are at risk of reduced social participation. However, empirical findings differ depending on which indicator of social participation is examined. Furthermore, the general level of social participation varies between classrooms, so it is reasonable to look not only at student but also at teacher characteristics. One teacher characteristic that may promote social participation of all children is the unconditional acceptance and appreciation of all students in their individuality, regardless of their individual strengths and weaknesses. Such an attitude should impact the quality of the teacher-student relationship and thereby influence social participation. Our cross-sectional study (<i>N</i> = 632) uses multi-level analyses to examine a)&#xa0;the extent to which individual student characteristics, which can be considered risk factors according to prior research, are related to social participation, b)&#xa0;the extent to which the appreciation of individuality is predictive of successful social participation and c)&#xa0;the extent to which there are cross-level interactions between the individual risk factors and the teacher’s attitude. The results show that low socio-emotional skills and the presence of a&#xa0;migration background are associated with low self-perceived social participation and lower acceptance by classmates. Additionally, there is a&#xa0;negative link between acceptance and academic achievement. No direct relationship exists regarding the appreciative attitude. However, there is a&#xa0;cross-level interaction concerning self-perceived social participation between the attitude and emotional-social competencies. Findings are discussed with reference to the theoretical background and the current state of research.</p>