" Naše učitelka nás naučila vytvářet skupinky rovnoměrně"

The purpose of this article is to analyze interethnic relationships in inclusive elementary schools in Czech Republic. Special attention is paid to the social distance dynamics in the inclusive classroom. The article sheds light on aspects of social inclusion in educational settings. The text illustrates that in the politics of belonging and inclusion there is a connection between the social position of Roma pupils and the teacher’s attitude. The article is based on qualitative, inductive, and ethnographic fieldwork. The central method of the fieldwork was observation.