This article explores the concept of triangulation from different perspectives such as: social work, psychology and psychotherapy. Within the article is defined the triangulation in the educational context and proposes an innovative approach to school social work, offering a model of best practices regarding the intervention for the inclusion of students with special educational needs (SEN). The research is based on a qualitative approach, by analyzing the dynamics between parents, teachers and school social workers in supporting students with SEN. By examining the expectations and needs of each group, the study develops a systemic model for efficient collaboration. The findings highlight the need for optimal collaboration between teachers and specialists, the active involvement of parents and changing power dynamics are essential to create a supportive and effective educational environment. A systemic approach, involving all actors (teachers, social workers, parents), is essential for creating an educational environment that promotes both social inclusion and academic progress of students with special needs. The study emphasizes the necessity of implementing school social assistance services in Romanian pre-university education in order to promote a favorable and inclusive educational environment for students with special needs,