While legislation is in place for the promotion of inclusive education in Serbia, the adoption of teaching practices that support diversity in schools is still lacking. This study looks at teacher perceptions of students at risk (SaR), their relationships with peers and the teachers' own roles as sources of support, using a sample of 94 interviews with teachers analysed using qualitative content analysis. The SaR from Roma population and poor backgrounds are found to be perceived positively by their teachers, but most teachers failed to perceive their influence on the improvement of academic performance and peer relationships. Perceptions of students with disabilities varied in tone across the dimension "positive-depending on the type of disability-negative." Teachers who spoke affirmatively about them expressed readiness to cooperate with parents and colleagues, emphasising the importance of socialisation. Recommendations for teacher education are discussed, including diversity awareness and encouraging more flexible understanding of teacher roles.