The paper explores the connection between efforts made to guarantee inclusive classrooms, exclusionary practices, the resulting negative emotions, and their influence on learning. The paper suggests a new perspective on the general claim of inclusive education that refers to inclusive teaching and thus to concrete pedagogical interactions and practices. By referring to an example from videographic classroom research, this paper points out the complex interplay of inclusion and exclusion in classroom events provokes negative emotions of shame. A phenomenological analysis can show how these emotions, in turn, relate to the process of learning. The paper argues that approaches that try to relate negative emotions to the learning process with the intention of optimisation will not do justice to the significance of negative emotions in learning. The article, therefore, pleads for the consideration of the interrelatedness of emotions and learning as well as for the consideration of the social and bodily foundations of the two phenomena. Looking at negative emptions from a new angle also brings new implications for theories of inclusive teaching.