This study explores the effectiveness of Baskin—an inclusive sport discipline—as a pedagogical tool to promote school inclusion, social cohesion and motivation in secondary school students. The intervention, conducted on a sample of 600 students in four Italian institutions, adopted an experimental design with pre–post measurements and a mixed methods approach. The quantitative results, obtained by means of validated psychometric instruments (PIQ, Classroom Cohesion Scale, AMS), showed significant improvements in all variables investigated in the experimental group compared with the control (p < 0.001). The qualitative analysis, based on interviews, focus groups and reflexive diaries, highlighted five thematic areas: revaluation of diversity, improvement of the classroom climate, development of self-efficacy, restructuring of interpersonal relationships and request for project continuity. Baskin emerged as a comprehensive educational practice, capable of integrating corporeity, citizenship and critical thinking. The systematic inclusion of inclusive sport in the curriculum and initial teacher training is suggested, as well as the promotion of school networks and longitudinal studies. Baskin emerges as a pedagogy of participation that contributes to transforming school culture, making inclusion concrete.