This study investigates how commercial cooperative video games can foster social inclusion among vulnerable students in mainstream classrooms. Drawing on postdigital and relational perspectives, the research examines how the multiplayer action role-playing game Torchlight II afforded mutual dependency and collaborative interaction among Danish lower-secondary students (ages 9–12). Using a design-based intervention across four schools involving approximately 200 students, qualitative data were generated through classroom video observations and post-game interviews with 40 students, including 31 identified as vulnerable due to social, motivational or behavioural difficulties. The analysis demonstrates that the game’s demanding cooperative mechanics and high difficulty level afforded intense teamwork, leading students to develop agency through reliance on teammates rather than individual mastery. Gameplay triggered emotionally expressive and sometimes disruptive forms of interaction that challenged existing classroom behaviour. These disruptive practices often functioned productively by enabling vulnerable students to renegotiate social roles and creating new collaborative relations beyond gameplay. Yet, limitations emerged when students lost interest after extensive play or when in-game hierarchies reproduced existing social disparities. The study concludes that cooperative commercial games can enhance social inclusion when their affordances actively support mutual dependence, and when disruptive play practices are able to reconfigure participation norms in classroom communities.