An interpretative qualitative research project has been carried out in north‐west Spain (Galicia) with the aim of identifying the priorities which, in the opinion of the different agents involved, constitute the major demands of inclusion for an inclusive social and educational transformation. The data collection technique used was the open interview, through which 44 participants, belonging to different groups (headteachers, teacher‐tutors, specialists, counsellors, families, students, associations and politicians), expressed their experiences in relation to the subject of the study. Content analysis was carried out, through a double coding process combining the deductive and inductive approach, supported by the professional software MAXQDA22. The results reveal three main priorities as the main demands of inclusion in order to move towards inclusive social and educational change: (1) reaching collective agreements, (2) creating micro support networks and (3) strengthening teacher commitment.