This paper examined the staging of a secondary school production of a musical as a “relaxed performance,” exploring how practices of access and inclusion in the arts intersect with broader social and community agendas. Relaxed performances, featuring sensory-sensitive adjustments, flexible audience expectations, and multimodal accommodations, are increasingly recognized in professional performance contexts as responses to disability activism. Yet their translation into school-based settings remains underexplored. Through interviews with students, teachers, and parents, the study investigated how neurodiverse audiences and performers experienced the adapted production, and how the school community negotiated questions of access. The findings reveal a tension between institutional and social constraints and the imperative to create equitable cultural spaces. By situating the school auditorium as a site where disability, education, and performance converge, the research highlights the stakes of inclusion in the arts, especially what forms of accommodation are reasonable and how communities facilitate belonging.