This chapter builds on the previous chapters that have illustrated how wider policy and relational contexts of organisations shape teachers’ capacity for exercising their agency. It presents the research evidence that underlies relational teacher agency, focusing on teachers’ capacity to build positive relationships with other actors, such as specialists, families and other community members, in order to create inclusive environments. The chapter considers the role of relationships and collaboration for engaging with the wider social and policy contexts that may constrain, as well as advance educational change, and the implications for teacher development.