Education serves as a fundamental arena for the academic, social, and emotional development of all children. However, students with Tourette’s frequently encounter significant challenges within educational institutions, largely due to peer victimisation, social exclusion, and systemic inadequacies in support structures. In this chapter, we examine the experiences of individuals with Tourette’s in educational settings to illuminate the intersection of stigma, marginalisation, and institutional shortcomings. Although some participants reported positive experiences, particularly when strong collaboration between schools and parents was present, the majority of individuals described substantial barriers to educational inclusion. Our findings reveal that despite the formal adoption of inclusive education policies, students with Tourette’s have often felt that they have been relegated to the periphery of the UK educational system due to pervasive ignorance and negative attitudes about their condition from both peers and educators. Bullying, including instances of teacher-perpetrated victimisation, was found to exacerbate the psychological and social difficulties faced by students with Tourette’s, contributing to educational disengagement and poorer long-term outcomes. Additionally, the very concerning practice of ‘off-rolling’ emerged as a method by which schools unofficially exclude students with Tourette’s, further compounding their educational disadvantage. In this chapter, we critically address the implicit ‘hierarchy of disability’ within schools, where conditions like TS are often viewed as less legitimate, resulting in fewer reasonable adjustments/accommodations compared to other disabilities. Parental advocacy was identified as a crucial, albeit uneven, determinant of support, with many families assuming the burden of ensuring appropriate accommodations were provided. In conclusion, while inclusive education remains an aspirational goal, significant barriers persist for students with Tourette’s. To achieve genuine inclusion, we argue that it is imperative for educational institutions to enhance teacher/lecturer training, promote peer understanding, and implement more targeted and effective interventions to support the unique needs of students with Tourette’s.