This study responds to a lack of research privileging the perceptions and voice of learners assessed as having developmental coordination disorder (DCD) around their lived experiences of mainstream post-primary schooling. In-depth one-to-one semi-structured interviews and follow-up focus groups were conducted with a small number of Irish learners, who were completing or had recently completed mainstream post-primary education. The data were analysed and used to shed light on the learners’ experiences of inclusion and exclusion. Thematic analysis was used to draw out key issues and trends across individual experiences. If Goodall (2020a) is correct that inclusion and exclusion are primarily experienced as feelings, then the findings suggest that, for learners deemed to have DCD, these are feelings characterised by struggle, anxiety, isolation, trauma, and invisibility, all with deleterious effects on learning, well-being, and mental health. There are also positive experiences, especially at individual level, and respondents made constructive suggestions about where positive change might occur. These provide signposts for affirmative action going forward. The research also investigates the recurring themes and assesses the power dynamics inherent in learners’ experiences of the structures, relationships, and physical and digital spaces in their schools. It examines how these power relations either include or exclude learners. The analysis was carried out in the context of critical disability studies, using Wong’s analytical technique (2023) to make sense of the work from a critical perspective. The study focuses on different dimensions of schools, including their infrastructure, social dynamics, physical context, and digital assets. This approach also presents many recommendations for implementing affirmative action, with the objective of fostering more responsive, egalitarian, and humanising educational experiences for learners deemed to have DCD in Irish mainstream post-primary schools. The study’s documented narratives of marginalisation and exclusion provide strong evidence that these concerns must be addressed, at the very least.