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This essay is based on a research experience situated in the rural context of the municipality of Lebrija, Santander. It reflects on the methodological, ethical, logistical, and psychosocial tensions that emerged during the fieldwork of a doctoral thesis on inclusive education, developed from a critical perspective. The study problematizes the urban-centric orientation of the current inclusive education policies, highlighting the limited integration of a territorial approach. The research is being carried out in five public educational institutions located in hard-to-reach areas, shaped by structural inequality, poverty, geographic dispersion, and limited infrastructure. The author proposes methodological adaptation strategies, exposes the invisible barriers present in the formative process, and emphasizes the need to implement well-being policies for doctoral students as part of institutional care and ongoing support
