Educators’ perceptions of equity in school-age educare practice: a continuous balancing act

Background Equity is a central policy goal in Swedish school-age educare centres (SAEC), yet how it is perceived by educators in everyday practice remains underexplored. This study examines educators’ perceptions of equity in SAEC learning environments. Methods Drawing on participatory action research, the study involved 23 educators from four SAECs in one Swedish municipality. Data were collected through an open-ended survey and group interviews and analysed using Reflexive Thematic Analysis. Results The findings indicate that equity is perceived as challenging to define and lacking a shared conceptual frame beyond individual interpretation, while being significantly influenced by structural conditions. At the same time, equity is shaped through everyday practices of care, relationships, and student engagement. Educators describe equity as multidimensional and marked by recurring tensions that they navigate. Conclusion They balance in daily practice, within a policy context where equity is broadly defined and conceptually contested. The findings have practical and policy implications, highlighting the importance of shared professional understandings of equity and the conditions that support sustained dialogue and conceptual clarity around equitable learning environments in SAEC.