The concept of relational uncertainty continues to receive cross-disciplinary attention with scholarship usually relying on traditional psychological theory to inform developments. In this regard, theories range from assumptions involving internalised cognition to dualistic person-in-the-world (e.g., constructivist) accounts to explain actions taking place. This presentation offers a different theoretical approach to understanding relational uncertainty, one enabled by resonant pluralism. To elaborate, the discussion situates these ideas in a project undertaken in government-run schools in Melbourne, Australia. The research team were contracted by the State Department of Education to develop a suite of resources for school leaders and teachers to assist their engagement with students of African heritage. In the process of developing the resources, school-based focus groups were conducted separately with adults and children. From those conversations, it was apparent an affective atmosphere regularly shrouded teacher-student relationships arising from experiences of cultural or racial uncertainty. In many instances teachers reported that uncertainty would initially immobilise their ability to engage with students and then, having had a moment to consider their response, they would choose to do nothing rather than act in a manner which might be perceived to be offensive or inappropriate. As an alternative to the psychologism that dominates everyday relational accounts, the prospect of resonant pluralism is introduced. It is argued that in having optional entry points to understanding relational action, uncertainty may potentially shift from being an enigmatic obstacle to a medium for inclusion.