This paper presents a proactive process to include young people with learning disabilities in mainstream counselling in secondary schools in the UK based on the findings of a consequential mixed methods research study. Data were collected from a quantitative and qualitative survey (n = 396) and qualitative semi-structured interviews (n = 15) with counsellors and psychotherapists producing findings that were used to build a model for inclusive counselling practice in secondary schools. This paper applies those findings and the model to the school counselling context. The findings provide useful insights into counsellors' views and perspectives on inclusive counselling and a proactive way forward for facilitating greater access to counselling in schools for young people who have learning disabilities. (Contains 2 notes and 8 figures.)