“Can you help me?”

In response to the global demand for implementing inclusive education, the German federal State Lower Saxony has abolished special schools for students with learning difficulties/disabilities. Hence, all students are learning together within diverse learning groups. However, the lack of nationwide standards and insufficient teacher training raise concerns about the effective implementation of inclusive education. Differentiated instruction (DI) is internationally recognized as a key strategy for inclusive teaching. However, its implementation remains scarce in school practice, especially with regard to support and tutoring systems. To address this issue, the project “Can You Help Me?” developed and examined a long-term implementation concept for support and tutoring systems using the design-based research (DBR) methodological framework. Guided by phases of iterative design, implementation, and evaluation, the project collaborated with four primary school teachers to introduce and adapt peer support systems in an authentic school setting. Intervention elements included thematic introduction, coaching, and formative evaluation using voice messages and other qualitative data. Key findings revealed that close support, flexible content delivery, and modular materials facilitated high teacher engagement and effective integration into school routines. Teachers’ autonomy and personal identification with the project were vital for sustainable implementation. Preliminary results highlight the potential of DBR to bridge the gap between theory and practice in inclusive education. The participatory, context-sensitive approach enabled the development of adaptable, meaningful teaching strategies. Future project phases will assess long-term sustainability and inform material redesign. This study underscores the value of DBR in fostering inclusive, practice-oriented innovation that empowers teachers and learners.