Current educational debates in Finland often emphasise the difficulties of inclusion and the challenges that diverse students bring to classroom management and even to the well-being of teachers. When assessing the impact of vocational education and training (VET), the focus is often on measurable outcomes and vocational competencies. However, VET aims not only to produce qualifications but also to provide students, teachers, and society with new knowing and social imaginaries needed to renew society's structures, economy, culture, and social cohesion. This article aims to discover the inclusion descriptions of study participants (N = 12) representing VET students, teachers and administration staff, companies, foundations, and researchers. The thematic analysis of focus group (N = 3) interviews resulted in five abstracted themes demonstrating that embracing more responsive social imaginaries and paying attention to recognition in collective reflections and debates would enhance a more positive inclusion atmosphere in education.