This mixed-methods study is derived from a doctoral thesis investigating the nature and characteristics of a disciplinary inclusion room from the perspectives of students and staff. While such disciplinary approaches serve to temporarily remove students from classes, they are also considered by the students themselves to be a ‘fair’ and ‘proportionate’ approach. The purpose of the provision of such a room is to increase student participation in the secondary school education system. The argument here is that internal disciplinary approaches need not necessarily run counter to inclusionary principles or interfere with student learning. In this instance, the research methods focus on the enabling of students' voices through participation in the research, allowing these voices to be brought to the forefront of what can often become rather contested debates.