ABSTRACT Background There are both psychosocial and physical aspects that strengthen thefeeling of exclusion for students with food hypersensitivity, which in turn can affectlearning negatively. Students have the right to receive the support they need in school todevelop knowledge, regardless of needs and conditions. Objective The aim of the study was to examine how students with food hypersensitivityexperienced inclusion in home and consumer studies. Method Qualitative interviews were conducted with five students who had currentexperience of teaching in Home and Consumer Studies and were in need of special dietsdue to food hypersensitivity in some form. The interviews were analyzed using contentanalysis. The frame factor theory and the accessibility model were used as a startingpoint for the analysis. Results The first feeling described by all students was positive, later difficulties alsoemerged. They felt to some extent included in the subject but wanted more commitmentfrom the teachers and that alternative foods always should be available. Conclusion The students had at occasions been excluded from the teaching due to theirfood hypersensitivity. It could be due to the lack of alternatives, resistance to adaptionfrom classmates or due to fram factors such as the design of the classroom. The studentsexperienced a lack of knowledge about food hypersensitivity among teachers and otherstudents, which they assumed was the reason for the condescending comments andresistance to adaption that could occur. The perceived exclusion risks in the long runhaving consequenses on the students’ learning, but through increased knowledge amongthe teachers the experience of exclusion among students with food hypersensitivitycould be reduced. All students have the right to education and since the subject isappreciated by most students, there are good conditions for increasing accessibility andparticipation for all students through simple measures.