The values of equity and social justice are considered central to educational inclusion, although their meaning is often not explicit. Clarifying their meaning by incorporating the voices of students can contribute to this debate. The present study aims to understand the meanings of educational justice that children build regarding school practices to address diversity. Participants were 36 students from the 4th year of a municipal school in Santiago de Chile, aged between 9 and 11 years old. Through a visual narrative approach, we explored the assessments they make of the school practices that seek to respond to diversity.. Eight specific school practices that are carried out to produce effects on the behaviour or learning of children were analysed. Students use the satisfaction of 9 needs to learn and participate as a criterion for evaluating the fairness of those practices.