In this article, we discuss the challenges associated with moving towards more inclusive geographies. We argue that one mechanism for doing so is to give greater attention to the contested everyday geographies of young people. We reflect upon a research project involving 382 young people from diverse ethnic and religious backgrounds that employed a framework of everyday geopolitics, intersectionality and place. Specific attention is given to issues of national identity, migration and mobility, and misrecognition. We use this article to call upon geography teachers and educators to consider the importance of young people's geographies. We include both a focus on the everyday geographies of the students in our classrooms and the inclusion and integration of such issues into the geography curriculum.