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Michael Gove is a controversial figure, not least due to his time as secretary of state for education under the Cameron coalition government from 2009 to 2013. Gove’s internationalising policy claimed to be addressing the attainment gap between rich and poor, supporting a workforce for the global markets. Gove appealed to all educational leaders by sending them a Gove-signed King James Bible, and he set up a Victorian school desk as the primary display artefact in the Ministry of Education. These two artefacts provide the analytical lens from which the claims and consequences of Gove’s education policy reforms were experienced by educational leaders and schools. This chapter aligns with the editorial line of this book in three ways. First, it acknowledges context as the most important aspect of understanding reform, in this case the neoliberal market economy of Britain in the 21st century. Second, it affords insight into how the selective use of data and political rhetoric acted as a vehicle for power in and through social relations. Finally, it reveals where disadvantage lies and provides impetus for further research and scholarship to mitigate it.

The present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government and Catholic education department policies and guidelines.

Utilising a framework adapted from Trezona et al.’s (2018a, b) Organisational Health Literacy Responsiveness self-assessment tool, a document analysis of pertinent policies and guidelines provided an opportunity to understand the prominence of home–school interactions within these guiding documents, the prioritisation of home–school interactions, as well as stipulated actions, implementation resources and monitoring processes.

The findings of this analysis indicate that there are varying approaches to identifying and articulating home–school interactions and associated processes, as well as the roles and responsibilities assigned to stakeholders across the education system(s). Recommendations for increasing in-school and in-classroom translation of documented priorities and objectives are presented.

The article concludes with a broad conceptualisation of home–school interactions for students with disability as established within the analysed documents, as well as considerations for policymakers and researchers involved in policy and guideline development and implementation.