Inclusion in the school-age educare center is about promoting a sense of belonging andcommunity among the students and the activities should be based on their interests and needs.Inclusion is not just seen as a simple integration of students with different needs andbackgrounds but rather as a process that involves building and fostering meaningfulrelationships. The purpose of the essay is to examine how school-age educators teachersdescribe their work with inclusion and relationship-building to create learning environmentswhere all students can feel included. Furthermore, the aim was to identify the challenges andobstacles that school-age educators teachers experience in their work to create goodrelationships and inclusion in the school-age educare center. We chose to conduct aqualitative method and the empirical material used consisted of semi-structured interviews.Therefore, we initiated our analyses from a relational perspective laying the groundwork forour theoretical framework. The results of the study indicate that school-age educators’teachers have a good understanding of how the school-age educare center can work to createinclusive learning environments and promote relationship-building. They also pointed outhow the lack of resources, materials, time, and planning poses obstacles in the work ofinclusion and relationship-building. Despite these challenges they shared how hard theyworked to improve the school-age educare center and make it a place that suits all students.