The purpose of our study was to investigate how leisure educators at two different leisure homes work with inclusion and exclusion in the indoor environment. In order to answer the purpose, the study was based on the following questions: How do leisure educators work with inclusion and exclusion? What opportunities and obstacles do leisure educators see in their work on inclusion and exclusion? How do children include and exclude each other in the leisure home? What significance does the environment have for inclusion and exclusion in the leisure home? The empirical study is conducted at two different leisure centers where interviews and observations have been used as a method. Two educated leisure educators were interviewed to find out how they view inclusion and exclusion and how they work on this. The analysis has been done from a socio-cultural perspective.

The study found that inclusion is about belonging, security and community in which all students are involved. The educators explained how important it is to see all students and create a good climate in the group where everyone can be heard and seen. The study found various reasons that lead to exclusion that it may depend on hierarchy in the children's group. Exclusion can also occur in the game where some students do not belong to a community or are involved. Obstacles that have been highlighted by leisure educators to achieve an inclusive way of working are staff shortages, time, local design, large groups of children and that they need access to more tools. The result shows that the educators work inclusively by, among other things, taking advantage of the students' interest and needs in planning to make the students want to participate in the activities.

The results also show that there are educators who believe that exclusion is complex. There are varying views on the concept of exclusion.