School physical education and health (PEH) has an important role to play in the physical, cognitive, emotional and social development of young people which, in turn, can enhance interpersonal relations and help build more socially cohesive and just societies. Unfortunately, research continues to highlight the inability of PEH to realise these important outcomes and the pervasiveness of practices that instead contribute to exclusion and inequality. The aim of this study was to add to our understanding of school PEH practices by exploring students’ experiences of inclusion and social justice. Data was generated through a survey, observations, interviews and critical reflective texts. Participants in the study were students from three different upper-secondary schools (age 16-19) located in southern Sweden. The analysis of data involved a six-phase thematic analysis approach informed by Paulo Freire’s theories of critical and dialogical pedagogy. The results are presented in relation to four central themes: (1) care and relationships, (2) student involvement, (3) use of modified and non-traditional activities and spaces; and (4) learning about and acting on social inequities. In order to promote more inclusive and socially just PEH practice, a Freirean analysis of the students’ experiences draws attention to the importance of: establishing horizontal teacher-student relationships built on trust and love: engaging students in an ongoing dialogue where the students practice choice and decision-making with their peers; inviting the students into critically reflecting on issues of positionality and power and; students learning to act on social inequities. To conclude, the paper calls for future studies where teachers and students collaborate to develop PEH practices underpinned by inclusion and social justice.