National, current investigations emphasize the importance of equality in the Swedish School Age Educare Centers (SAEC) (cf. SOU 2020:34; 2020:46; SOU 2022:61), but research is conspicuous by its absence. Safe, constructive and inspiring learning environments are crucial for students’ well-being and sense of psychological ownership (Grewell, 2025). Equity in Swedish SAEC is the focus of the present study, where the creation of accessible learning environments and knowledge about ways of improving teaching and learning in SAEC are studied to enable equity in and between different SAECs. The research project is organized as a multiple case study including four different SAECs in a municipality where two city schools, one in a rural setting and one in a socio-economically disadvantaged area on the city’s outskirts, are included. The development work is carried as action research involving the personnel and their own questions to enhance equity and accessible learning environments in their respective practices. As researchers, we are guided by questions about how personnel can improve learning conditions and learning environments. In addition, research questions include how the efforts of the personnel best may be supported and how the personnel can learn from each other’s work. The personnel carried out short observations using their own practices. The personnel’s documentation from their observations is the foundation for joint reflection, discussion decisions, and planning of actions. Actions lead to sessions of joint reflections on the outcomes of actions and planning of the following actions in cyclical order, with joint sessions for each work team and the researchers once a month, where the researchers record the discussions and provide theoretical input. In addition, the principals have joint sessions to exchange experiences and ideas in the development work. During this presentation, the results from initial group interviews (N= 20) in the work teams are presented to show how they view equity in their own practice, their perceptions of education, and how learning environments may be improved throughout the day in the different practices. These interviews will be repeated at the end of the project to analyze differences connected to the development work. Tentative results are that different conditions for learning will be highlighted, and challenges and possibilities for development of the different learning environments will appear as foundation for further discussions. In addition, the principals and head teachers’ perceptions of equity in their respective schools will contribute with their perspectives on the practices, their learning environments and the on-going development work