This study focuses on the nature of the exclusive-inclusive profile. Given the tensions that exist between these forces at institutional level, much can be learned by examining the state of their relationship. In order for schools to be considered fully exclusive, for example, many will attempt to discourage everything that appears to threaten this educational ideal. Inclusive values are invariably hallowed and valorised, typically championed and defended as being 'correct'. Exclusive behaviour, conditions and processes are assumed to be among the leading undesirables in this respect. They are regularly overwhelmed by the esteem shown toward their inclusive counterparts, even though these exclusive elements, it is claimed, constitute the bedrock of all laughter behaviour. More than that, they connote the type of acts and interactions that lie at the very heart of all social life. The implications for inclusive schooling are discussed.