International literature on educational inclusion presents a paradigmatic variety that has led to diverse approaches. In Chile, the influence of certain sociopolitical moments further complicates the development of inclusion, shaped by contradictory mandates for valuing diversity, efficiency, and standardization. In this context, it is essential to explore how school actors understand educational inclusion and perceive their institutions' work in this area. To this end, the study conducted a survey of 198 school administrators, middle leaders, and teachers in Chilean schools, performing univariate and bivariate statistical analyses of the data. The findings reveal an understanding of inclusion rooted in an integration approach, focused on students with special educational needs and those in socioeconomic vulnerability, and which, in practice, is transitioning to recognize other groups at risk of exclusion, highlighting the need to align perspectives among diverse actors. This unfolds amid barriers related to infrastructure, lack of training, and the absence of support from key stakeholders-all necessary conditions for building inclusive and transformative schools. The reflections in this study offer valuable contributions to enrich the global debate on educational inclusion in school contexts.