Despite a global commitment to guarantee access to and participation in high-quality education for all, the acceptance of marginalised pupils into mainstream education and changing policies and practices to support the aim are still contested challenges. This article discusses how inclusive education policy is understood and applied by pedagogues at the micro level in three different countries, Iceland, Finland and the Netherlands, focusing on tensions. A qualitative thematic analysis of 22 interviews with teachers, tutors and school directors reveals that an inclusive policy frame does not prevent pedagogues from favouring a normative ‘centre’. Pupils’ local language competence becomes crucial for in-/exclusion. In addition, we find more emphasis on inclusive actions at the micro level as a response to exclusive policies and settings. This comparative study highlights the interplay among policies, practices and pedagogues’ beliefs and attitudes and how they affect one another in striving to achieve inclusive aims. ; Peer reviewed