The celebration of diversity and positive feelings of belonging are at the heart of the inclusive education movement. They are seen not only as social ideals—though they are important ones—but as fundamental characteristics of what it means to teach in an inclusive way; they are foundational elements that shape how young people experience learning and how they interact with others. In this chapter, Puneet Singh Singhal shares his personal journey and his experiences of navigating an education system that felt like it was not designed to include him. Growing up with dyslexia, dyspraxia, and stammering, Singh Singhal has first-hand experience of exclusion within education. But, as the founder of an international organisation and as a leading voice in the world of disability and climate change advocacy, the ‘problem’ clearly did not lie with him. Rather, it was the rigidity and competitive nature of the system that he was a part of that othered him, that highlighted his perceived faults. Singh Singhal argues that current, standardised approaches to education are exclusive at a fundamental level. Such systems are not built to allow students to be different; thus, diversity cannot be celebrated in schools that adopt such systems. This, as Singh Singhal explains, not only has a negative impact on learning, but can alienate children from a young age, damaging their feelings of self-worth and belonging.