Results: preliminary findings of 214 bibliographical references show the importance and evidence of inclusive science education. when it comes to specific groups of people who are in vulnerable situations, only a few references could be identified. most results are related to children with disabilities in comparison to children from ethnic minorities. however, ongoing discussions about intersectionality and decolonial theories were identified topics to answer our research questions. conclusions: the literature shows evidence about inclusive science but lack of specific information for specific target groups. therefore, the questionnaire distributed to the hubs may offer new perspectives and will lead to specific knowledge about communities’ needs and resources to ensure inclusive science with and for children in vulnerable situations. key messages: inclusive and community-oriented science education is relevant to empower children in vulnerable situations. new perspectives and deeper knowledge about context specific factors that facilitate inclusive science education may contribute to sustainable health