This chapter examines the exclusion of 2E (twice-exceptional) students in educational settings within the UK and argues for greater recognition and understanding of their dual or multiple exceptionalities in order to ensure more equitable and nurturing educational environments. As an already underrepresented and difficult to diagnose group, such students are frequently overlooked and marginalised. Drawing on theorisation around difference, the chapter emphasises the need to incorporate 2E students effectively into inclusive educational practices and illuminates the challenges that they face within the education system. It highlights the critical significance of inclusion of 2E students and the necessity of addressing their unique needs and potential within an educational environment where a tendency towards standardisation undermines discourses that purport to value diversity.