Globalisation and migration have brought new challenges to education in the past decades, raising questions about how schools can promote inclusion within contexts of increased diversity (Vertovec, 2017). The concept of inclusive education itself remains contested, with different meanings across national contexts. This makes a comparative focus on inclusion particularly relevant to understanding different languages of inclusion and the ways in which these are articulated across national and institutional contexts. This article examines these challenges to inclusive education through a comparative lens, by looking at the identity narratives of children from immigrant backgrounds in primary schools in France and England. Drawing on data from a cross-national ethnographic study which investigated the experiences of thirty four 10 and 11 year old children of immigrants in two primary schools (one in France and one in England), this article looks closely at the narratives of four girls from immigrant background, to investigate the way they negotiated linguistic, ethnic, cultural and religious differences as part of their identities in school. The narratives of the four girls were selected as particularly relevant for thinking about the role of values, structures and children's own understanding in defining modes of inclusion and exclusion in school. This article explores the interplay between the girls' representations of school as an institution (formal spaces), their collective narratives of difference and Otherness (social imaginary in informal spaces) and their individual forms of positioning (identity narratives). This article shows how, despite contrasting approaches to inclusive education ("indifference to differences" in the French school and recognition of differences in the English school), the girls' experiences of inclusion/ exclusion presented strong points of convergence across countries. Their experiences were less dependent on school approaches to inclusion than on children's capacity to understand "contextual clues" (Gumperz and Roberts, 1990), implicit expectations from teachers and school values. This holds implications for thinking about mechanisms of inclusive education and their implementation across institutional contexts.