Some of the United Nations sustainable goals by 2030, for a better and more sustainable future for all, are closely related to education such as quality education and reduced inequalities. Children's rights (UN, 1989) in education, with the reproduction of obvious inequalities within and across schools, are reflected in the discussion about inclusion. In discussing children's rights in modern education, inclusion can be seen as a core value of democracy (Biesta, 2001). Within the field of inclusion, this paper presents a theoretical relational perspective, Pedagogical Relational Teachership, PeRT, (Ljungblad, 2019) which can support development of new knowledge about teachers' relational proficiencies. PeRT addresses relational challenges in today's and tomorrow's school, focusing on interpersonal relationships and relational values. It is a radical alternative that explores teaching conditions to enable subjectification and how students can emerge as unique subjects. Through a relational oriented approach, the searchlight is directed towards pupils' participation in education. The concept of relational teachership is elaborated on to emphasise the importance of teachers' relational proficiencies in the classroom. PeRT has a three-dimensional model highlighting interpersonal relationships at different levels within the educational system. The first dimension contains the child's rights, where four articles in the Children's Convention are indicative. The second dimension includes a model which highlights different aspects of relational teachership, as well as the relationship between teacher and students. This part of the model is inspired by Bronfenbrenner's ecological theory focusing on qualities for children and young people growing in different environments. However, PeRT is a relational perspective highlighting micro, meso and macro levels of interpersonal relationships within the educational system. The third dimension of the model makes visible a tool for relational and didactical aspects in teaching. In total, PeRT's relational multi-dimensional model illustrates a relational teachership and provides an enhanced relational understanding of situated teaching. The model, and its various parts, can be used in teacher education as well as in research within pedagogy, didactics and special educational studies. In addition, PeRT can support novice and experienced teachers in their quest to develop sustainable interpersonal teacher-student relationships. Furthermore, PeRT is a relational perspective that can support future empirical research on participation, accessibility and equity.