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Background: Many students in Swedish schools  experience exclusion due to various challenges that hinder the creation of an inclusive school environment where all students can feel a sense of belonging and participate. Teachers and school counsellors play an important role in children’s lives and are a fundamental part of promoting inclusion, which is a key aspect of social sustainability. 

Aim: The purpose of this study is to explore how teachers and school counsellors work with inclusion among primary school students. 

Method: A qualitative method was used to gain a deeper understanding of how teachers and school counsellors promote inclusion I primary school. A purposive sampling strategy was applied, including six informants from municipal schools in the Mälardalen region. Data was collected through six semi-structed interviews, which were recorded, transcribed, and analyzed in accordance with ethical guidelines. 

Result: The findings showed that all participants experienced good relationships with their students and actively strived to promote inclusion in school. However, several barriers and challenges, particularly related to resources, were identified as hindering inclusive efforts. The study also highlighted that various factors influence the extent to which students feel involved and prepared in the school environment.

Conclusion: Teachers and school counselors have a key role in the work of inclusion, but obstacles such as a lack of resources and clear strategies make it difficult. To succeed, joint, systematic work is required where students' differences are seen as an asset. 

Key words: Exclusion, Inclusion, Relationships, Sense of coherence (SOC), Teachers and school counselors.