Inclusion has become a central idea in education policy in England, with the Department for Education promoting the creation of "inclusion bases" in mainstream schools. These are special spaces designed to support students with additional needs, including those with special educational needs and disabilities (Send), those facing pastoral challenges, or those at risk of being excluded from school. The goal is to provide targeted support while keeping these students connected to the mainstream school environment. The guidance emphasizes the importance of a well-designed curriculum, collaboration between schools and professionals, and the role of strong leadership and accessible environments in achieving inclusion. Despite this focus on inclusion in policy, the term itself remains open to interpretation. Policymakers, educators, parents, and students may define inclusion differently. While it often refers to educating children with special needs in mainstream schools, research suggests that inclusion should also be measured by how students feel about their place in school—specifically, their sense of belonging, participation, and recognition. The 1994 Salamanca Statement, an international agreement on inclusive education, highlighted the importance of mainstream schools adapting to meet the needs of all learners, including those with disabilities. However, inclusion is not limited to disability; it also involves addressing factors like poverty, ethnicity, language, migration, and identity, such as being part of the LGBTQ+ community. A report by Natspec, a group representing specialist education providers, points out that policy discussions often focus on where students are educated, favoring mainstream settings as the ideal for inclusion. However, students in specialist colleges—schools that cater to students with more complex needs—often describe their experiences as inclusive. For them, inclusion is not just about location, but about feeling connected, being able to make decisions, and participating actively in their learning. A student might be physically present in a mainstream school but still feel isolated and different, while another in a specialist setting might feel a strong sense of community and identity. These differing views on inclusion are increasingly important as education systems focus on accountability. Ofsted, the school inspection body in England, now evaluates inclusion as a key area, looking at how schools remove barriers to learning and support the wellbeing of all students. It defines inclusion in terms of high expectations, meaningful participation, and support for disadvantaged students, those with Send, and others facing challenges. This approach reflects a broader focus on students' experiences and feelings within schools, rather than just the structures in place. The challenge lies in ensuring that everyone involved—inspectors, schools, and policymakers—shares a common understanding of what inclusion means. If they don’t, accountability could become more about meeting requirements than about fostering true participation, belonging, and fairness. Recent research shows that education is moving from a focus on integration—placing students in mainstream settings—to a deeper understanding of inclusion, emphasizing the language of belonging. The first step in this shift is welcoming students and recognizing their value, which helps them feel connected and part of the school community. The government’s guidance on inclusion bases now highlights the importance of students feeling a sense of belonging, suggesting a growing recognition that inclusion is more than just where a student is educated. The debate around inclusion is not just about structures or settings, but about the values and relationships that shape education. It is essential to consider whose voices influence how inclusion is defined and to ensure that students are not only physically present in a school but also genuinely seen, valued, and able to participate meaningfully in their learning environment.