Although established for decades now, inclusive education remains a complex process that creates difficulties for the educators and children involved. With a collaborative and comprehensive focus, this study examined the point of view of 12 French secondary-school students about inclusion upon the recent opening of a localised educational inclusion unit (ULIS) at their school. The students’ point of view was captured by means of a participative photography workshop entitled “Photovoice.” The photos and their associated verbatim comments were analysed according to two indicators: social participation and pedagogical accessibility. With respect to social participation, the results revealed no distinction between the students, whether or not they have a disability. With respect to pedagogical accessibility, the students acknowledged that the ULIS supports access to learning for students with a disability. Points of interest This study sought to build knowledge of inclusive education, particularly in schools, by focusing on the point of view of French secondary-school students. It aims to identify the barriers and facilitators related to the implementation of inclusive education. We consider inclusive education as a developmental process of all students. It involves the creation of a society that fights exclusion and marginalisation. Faced with the lack of relevant information given from the point of view of students, we wanted to give them a voice and thereby highlight the impact of implementing inclusive education. This data encourages reflection on inclusive education with the goal of helping all education professionals take into account diversity.