In our previous research, we developed a theoretical concept that we call ‘the impossibility view’, denoting an attitude commonly held about people with certain disabilities, claiming that they cannot participate in philosophical dialogues, for alleged lack of skills, abilities or prerequisites. Inprior research, we have shown it false for several types of disabilities, and in our ongoing research project, we take on the challenge to prove the impossibility view false also for pupils with intellectual disability (ID), and study what influence a philosophical dialogue intervention has on socio-emotional development and experiences among pupils with ID. We use a mixed-methods pretest-posttest intervention design with an intervention school and a matched control school. In this paper, we outline the background of the research and describe the main methods used. During the presentation, we will present preliminary results.