“…On the one hand, some studies focus on different varieties of interactions regarding social features of the process of helping and describe, among other things, participant constellations (e.g., mixed-age, age-homogeneous, mixed-ability, and friendly vs. non-friendly dyads; Kauke and Auhagen, 1996 ; Zornemann, 1999 ; Benkmann, 2004 ; Campana Schleusener, 2012 ), courses of interaction (e.g., Oswald and Krappmann, 1988 ; Zornemann, 1999 ; Wagener, 2014 ), and help actions ( Campana Schleusener, 2012 ; Wagener, 2014 ) in different types of classroom settings, such as mixed-age groups (e.g., Campana Schleusener, 2012 ; Wagener, 2014 ), age-homogeneous groups (e.g., Oswald and Krappmann, 1988 ; Zornemann, 1999 ), or inclusive learning groups (e.g., Beaumont, 1999 ; Benkmann, 2002 , 2004 ). Wagener’s (2014) work (2014, p. 257–263) regarding the interactional requirements of learning-related helping is particularly relevant. Based on observation protocols, she traces the interaction process of mutual helping and reconstructs four phases.…”