Purpose: To explore interpersonal relationships within online educational spaces and to connect the discussion to health and well-being among students and teachers. Method: We apply different perspectives to analyse the complexity of interpersonal relationships in online educational spaces, based on the philosophies of Nel Nodding, Maurice Merleau-Ponty, and Alfred Schutz. We use a qualitative methodological combination—philosophical explorations, literature review, and text analysis—to offer significant insights that will substantially inform contemporary theories in research addressing interpersonal relationships in online education. Results: We illuminate and theorize about interpersonal relationships in terms of being cared for, confirmed by, and connected to others as dimensions of significance for health and well-being in educational spaces in the form of flexible online courses at the university level. Conclusion: We argue that all education should strive to provide caring relationships and educate for both self-understanding and group understanding, and contribute to school as a place where happiness and joy for genuine learning and knowledge are promoted. To achieve this, it is of significance to also be connected to and confirmed by others, teachers as well as students, and also to exist in a (class)room that provides room for interpersonal relationships: in real life or online.