Citizen Science (CS) has potential for broad diffusion of societal benefits but inclusiveness is not an automatic outcome of CS. The degree of inclusiveness varies according to the techniques of involving citizens. Affective techniques are crucial in involving less experienced and less privileged participants. Addressing the participants as individuals, including their diverging learning abilities and skills, and the collective dynamics of learning are key to increased inclusiveness. Successful techniques broaden the role of participants, address their concerns and support the ownership of the learning process.