It is known that schoolteachers have difficulties supporting students with Social, Emotional and Behavioural Difficulties (SEBD) in inclusive classroom settings. Despite the literature providing strategies for schoolteachers, little is known about strategy use in daily practice to influence the social participation of students with SEBD, and whether different strategies are used for students with different types of SEBD. Accordingly, the aim of this study was twofold: (1) to identify which strategies are suggested by primary schoolteachers as influencing the social participation of students with SEBD in the inclusive classroom; and (2) to investigate whether primary schoolteachers suggest different strategies for students with internalising and externalising behavioural difficulties. Qualitative data were collected through focus group meetings with Dutch primary schoolteachers (N = 41) and analysed with a multi-grounded theory approach. This resulted in a conceptual model demonstrating that the participants not only suggest strategies primarily focused on supporting social participation, but also suggest pre-conditional strategies, despite the differences between internalising and externalising behavioural difficulties in terms of characteristics and needs. The results are discussed in light of further investigation for schoolteacher support to meet the specific academic and social needs of all students, with or without SEBD.