Labels used at school stigmatise people. This paper draws upon doctoral research conducted in two Scottish secondary publicly funded schools, which examined pupils, aged 14 -15 years old, and their teachers reported experiences of 'being in trouble' to explain the disproportionate rate of boys relative to girls experiencing Exclusion from school. The paper introduces the concept of 'reputations', defined as socially constructed labels created and assigned at school, through which it explores interconnections between two kinds of inclusion/exclusion at school: within informal everyday social relations and within formal relations at school. Data show that similar actions are judged differently according to reputation and gender of the person concerned. This insight offered analytical opportunities to examine reputations and an identification of everyday rules governing gender relations at school.