From the theoretical basis of the ecology of learning and inclusive pedagogy, this article explores the activities, resources and interactions practised by 25 Spanish teachers in compulsory secondary education. This qualitative study involved semi-structured and individual interviews. A progressive analysis of the data was carried out using an inductive system of categories and codes. The results show that the activities were varied and all of them put students at the centre of the teaching-learning process. The resources that stood out were technologies and peer support. Interactions were characterised by the need to nurture affection and get to know and motivate students. This paper concludes that these practices can help other teachers, school management teams, counsellors and teacher training centres to rethink the meaning of "diversification of learning" and to transform the curriculum from a more just, democratic and inclusive perspective.