Although school exclusion in Switzerland has been a topic of discussion for disciplinary reasons since the beginning of organized school instruction, there is currently little factual information available about this phenomenon from an educational historical perspective in the German-speaking world. Reliable data on the frequency, causes of exclusions, or the profile of those excluded has yet to be collected. Even the term itself proves to be extremely vague upon closer analysis. This knowledge deficit stands in stark contrast to the repeatedly demanded and implemented final and most consequential school sanction for deviant behavior. This study makes a significant contribution to clarification and, in addition to the mentioned core data, also provides insight into the development of legislation regarding school exclusion as well as the various forms of practiced exclusions.