This paper describes the attitudes of pupils ranging from late childhood to adolescence towards diversity expressed as disability, other gender and race in a context of full inclusion. For the study, two experiments were carried out asking a large sample (i.e. 764 + 160) of participants to choose a hypothetical classmate to share a series of different activities with. The hypothetical classmate could be chosen between: same gender pupil; other gender pupil; same gender pupil of the prototypical racial minority; same gender pupil using a wheelchair. In turn, activities included: an outdoor, highly motor demanding, game; an indoor board game; a purely social activity; a scholastic activity; and a gesture of solidarity and good-will. Results clearly demonstrate that pupils' decisions are strongly modulated by the activity itself rather than by ethnic factors. Pupils aged 9-14 appear to have developed a finely tuned sense of 'what works in which situations'. Accordingly, while a visible disability turns out to be very effective in gaining sympathy and eliciting pity, it results in a serious obstacle for the development of a close friendship between peers.