Belonging and Becoming – The Social Realities of Children with Autism and Their Families in School Contexts Children with Autism Spectrum Disorder (ASD) are increasingly included in mainstream education, yet many continue to experience exclusion, distress, and a lack of belonging. While inclusion is a political ambition in Denmark, the structures of the school system often reflect neurotypical norms that do not align with the lived experiences of autistic children. Despite rising diagnosis rates and growing attention to inclusion policies, there remains a significant research gap concerning how children with ASD and their families understand, experience, and navigate inclusion and exclusion in school settings. This PhD project seeks to address that gap by exploring how children with ASD and their families make sense of their place in the school system and how their perspectives are acknowledged—or overlooked—by frontline professionals. Particular attention is given to how these dynamics influence identity formation, well-being, and long-term participation in society. The project uses a qualitative, child-centered methodology grounded in a social constructivist epistemology. Fieldwork will include participant observation, in-depth interviews, and child-generated data such as videos, photos, and drawings. These approaches are chosen to accommodate different communicative preferences and to ensure the inclusion of children with limited or non-verbal language. Theoretically, the project draws on governmentality theory to analyze how inclusion is shaped through policies and everyday practices. It also incorporates perspectives from childhood studies, ecological systems theory (Bronfenbrenner), identity formation, and Goffman’s theory of stigma. Together, these frameworks enable a nuanced understanding of how inclusion is negotiated, experienced, and resisted across multiple levels—from national policy to everyday school life. The project contributes to the fields of disability studies, education, and welfare research by centering the voices of children and families and by generating new insights into how inclusive education can be designed to support both diversity and dignity.