This meta-review explores the inclusion sensitivity of Magrid, a digital learning tool designed for children aged 3–9, with particular emphasis on learners with special educational needs (SEN). Three original reviews are synthesized: two by pre-service teachers in an international course held in Sweden, and one by a Czech PhD student within the field of education. All reviewers used the FroLLM framework, a reflective tool developed by an interdisciplinary European research team that offers six areas for reflection on inclusion sensitivity in learning materials. The meta-review shows opportunities for inclusion in terms of Magrid’s adaptability, multilingualsupport, intuitive design, and accessibility. According to the original reviews, these aspects have the potential to contribute to highly inclusion-sensitive learning settings. Obstacles were connected to learners’ limited opportunities to reflect independently, which hindered agency and empowerment, and to the way that feedback was directed towards the teacher instead of the students. The meta-review reflects on what different understandings of inclusion emerge in the reviews of Magrid. Against this backdrop, Magrid can be understood as supporting inclusion in terms of location and placement, providing SEN support as well as academic and social support for all learners. However, the more complex understanding of inclusion as community building and providing the learner with a feeling of belonging was less evident in the original reviews. The meta-review concludes that while Magrid offers strong structural inclusivity, deeper forms of inclusion—like student empowerment and belonging—are harder to achieve and evaluate through digital tools alone.