The present study examines the poor fit between the idea of school meritocracy and the successful inclusion of students with special educational needs (SEN). Because students with SEN are assigned negative stereotypes related to suffering, failure, and difficulty regarding their school achievement, we argue that, if they succeed at levels comparable to those of regular students, they may experience backlash, a sanction for challenging the status quo. The results of two studies show that backlash can manifest itself in the form of lower assigned competence to students with special educational needs who succeed. More precisely, across a pilot and a main study, our findings indicate that while performing as well as students without special educational needs, the perceived competence of students with special edu- cational needs was evaluated as lower by participants (pre- and in-service teachers), particularly when these students benefitted from an accommodation perceived as “unfair”. Due to its potential role in justifying inequities within educational con- texts, the backlash effect is discussed as an ideological barrier to the inclusion of students with special educational needs.