This article addresses inter-professional work and decision-making around inclusion in school, using an approach inspired by social practice theory. Based on a case analysis, the article presents analytical examples of the ways in which knowledge from children's everyday life tends to be considered anecdotal and disregarded in the decision-making processes. This leads to an institutional blindness to life aspects important to children, such as their peer relationships, and the ways in which interventions sometimes further complicate children's life situations, hence leading to mutual processes of powerlessness among children, parents, and professionals.