The research reported in this paper focuses on developing deeper understandings of processes of marginalisation in schools in order to move thinking and practice forward. The study involved a process of collaboration with two secondary schools in an economically deprived area in the city of Hull. It made use of a framework for developing inclusion that emerged through my earlier work. This framework, which has students’ voices at its centre, involves a four-step process: Step 1: Opening doors: Enabling voices to emerge; Step 2: Analysing information: Bringing concerns to the surface; Step 3: Making sense of the evidence: Sharing data with learners and practitioners; Step 4: Dealing with marginalisation: Encouraging inclusive thinking and practice. The original framework was slightly adapted for the purposes of this study, where the collection and analysis of data was carried out by students themselves. Key questions that will be addressed in the paper through the use of illustrative examples from the study are: How can collaborating with students facilitate the process of identifying and dealing with marginalisation? What are the challenges encountered when students become researchers, especially when they are asked to deal with marginalisation experienced by some of their classmates?