Inclusion is now a key part of the development of education policy and practice around the world. However, there is continued uncertainty about the definition of inclusion and about how to implement the policy, and some remain to be convinced about the direction that it is taking. Inevitably school psychologists are at the heart of this debate, as, through their work with children, parents, schools and local authorities, they can have a major role in shaping policy and practice. This article begins with a discussion of current definitions of inclusion. It then analyses the role of research and considers some key findings. It ends with a review of some of the different ways in which school psychologists can support inclusive developments in their everyday work.