What happens when we seek to re-politicise the thinking behind 'inclusive education' by foregrounding multiple and intersecting indices of difference (including those of gender and religion) in relation to a wider framework of institutionalised violence, militarism and war in the name of 'freedom'? This paper uses thinking and practice derived from feminist anti-militarism to understand the school experiences of children and young people considered to have 'special educational needs', and the policies and practices through which these are produced. It brings a feminist anti-militarist analysis to bear on data from three ethnographic studies in English mainstream schools, in order to open up new questions around the politics of inclusive education.