The aim of this paper is to investigate the ‘equalising effect of schools’ in general and two concrete interventions that have been carried out recently in Sweden in particular. The first of these interventions is the closing down of schools in deprived neighbourhoods and moving pupils to other schools. The second is ‘empowerment’–i.e., creating an inclusive and supportive pedagogical school environment for students with working-class and immigrant backgrounds. As findings from previous Swedish studies regarding the first intervention show, an equalising effect will not be achieved without considering the ‘school climate’ of mixed schools. The findings from this case study of a school located in a deprived suburb of Stockholm County indicate that even schools in these areas are able to equalise educational opportunities through building an alliance between students, parents and community activists on the one hand and bi-class and bi-cultural brokers like teachers and social workers on the other.