Much Anglo-American and European literature describes relations between low-income groups and public sector institutions as characterised by disenfranchisement and distance ‐ particularly within critiques of neoliberal policies and imaginaries. This article draws on in-depth
interviews with 12 low-income families to explore why there are unexpectedly close home‐school relations in Singapore. Three reasons grounded in families’ perceptions of the state and school are elucidated: (1) competence ‐ of the Singapore state and its teachers in preparing
children for success; (2) care ‐ of the state and teachers towards children’s wellbeing; and (3) communication ‐ frequent dialogue resulting in collaborative childrearing approaches between home and school. However, while these can contribute to close, collaborative home‐school
relations, the wider politics and power dynamics of these relations ‐ as well as their effects on families’ lives ‐ is worth further unpacking.
