We present a case study of working with a group of students as researchers and policy makers in their school. We argue that there is much to learn about the location of gender and class within processes of inclusion and exclusion, specifically how student voice can reveal their experiences in ways that adults may not be able to or wish to. We acknowledge that this type of work with students is not easy, but through our experience of working with students we report on how tackling inclusion for students needs to involve inclusion for teachers. Inclusion is a political process; it is activist and pedagogic.