This study analyses how school meals function as a norm-driven practice, where expectations of eating together and “proper eating” influence the everyday conditions of students diagnosed with autism spectrum disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD). Drawing on ethnographic fieldwork in Swedish schools, including observations and interviews with five 12-year-old boys diagnosed with ASD or ADHD, the findings show how assumptions about meal composition, social participation, and behaviour become visible.