This chapter is devoted to the analysis of the design and implementation of the state policy of the Russian Federation in the field of inclusion and equity in education over the past 30 years (i.e., the post-Soviet period) in secondary education. The analysis covers legislation, conceptual policy documents, and programs at the national level. We discuss how the principles of inclusiveness and equity in education are institutionalised in the state regulation system. We considered which categories of children were identified as groups at risk of limited access to educational resources and educational exclusion and became target support groups. We demonstrate in which areas success has been achieved and how the limitations of a policy’s effec-tiveness relate to overall progress in institutional reforms. The presented case may be interesting to other countries, especially countries in transition facing a growing wealth gap, rising poverty, and migration processes.