Relationships between school-age educare teachers and students are very important in the unique setting of after-school programs. This study looks at how teachers see and describe the social challenges and opportunities in their work with students. It also examines the strategies and boundaries they use to build and maintain good relationships while balancing professionalism and personal connection. The study is based on qualitative interviews to analyze and to understand how language and communication shape relationships and roles. This approach helps to show how teachers use language to manage their work and set boundaries. The study also uses a relational perspective, which focuses on how learning and development happens through interactions between people. Additionally, the concepts of closeness and distance are used to illustrate how teachers maintain a balance in their relationships with students while remaining professional. The results show that relational work helps build trust and a safe environment, which supports students’ growth. However, it also highlights challenges, like managing different student needs, navigating complex situations, and keeping clear boundaries between personal and professional roles. Teachers use strategies like teamwork, clear rules, and open communication to handle these challenges and create positive relationships. This study provides useful insights into how teachers in after-school programs can improve relationships with students to support their well-being and create a sustainable teaching environment.