The article draws on the inclusion literature and the research related to human values to develop a conceptual model addressing conditions under which social inclusion in educational settings is likely to flourish. By synthesising the fields of inquiry concerned with research on kindness, forgiveness, and peaceableness, the article suggests these core human values are synergistically interlinked in a way that encourages social inclusion in the school environment. Arguments are developed through descriptive investigation, theoretical examination, and analytic-synthetic judgment. By explicitly bringing into focus a theorised link between the three core human values and social inclusion, the study informs a wide range of stakeholders including policymakers, school administrators, teachers, and parents.