Ableism, a system of thought that creates notions of normality based on abilities and ability expectations, is closely tied to capitalist logics that promote the productive citizen. While the pursuit of certain abilities is a fundamental part of any society, the individualisation of abilities and the coercive character of some ability expectations marginalise people differing from the ideal citizen as unprofitable and burdensome. Through issues of access to various social support services and through social practice within in the welfare system, the need to consider ableism and its consequences in social (work) pedagogy becomes apparent. The aim of this theoretical essay is to emphasise the relevance of ableism in social (work) pedagogy by linking ableism theory to critical debates in social pedagogy/social work. I first describe the concept of ableism and its roots in Disability Studies, but also its relevance exceeding them. Second, I argue for anti-ableism as a critical pedagogy and third, I elaborate its relevance in the context of social work by drawing on examples of structural ableism evident in youth vocational support and homeless services. Finally, I explain how anti-ableism may be anchored in social (work) pedagogy.