A.N. Other, B.N. Other (eds.), Title of Book, 00–00. © 2005 Sense Publishers. All rights reserved. White, J. (2015) Learning in ‘no man’s land’: Policy enactment for students with health conditions. In K. te Reile and R. Gorur (Eds) Interrogating conceptions of ‘vulnerable youth’ in theory, policy and practice. Rotterdam, Sense, pp. 97-110. JULIE WHITE LEARNING IN ‘NO MAN’S LAND’: POLICY ENACTMENT FOR STUDENTS WITH HEALTH CONDITIONS INTRODUCTION School-aged children and young people who live with serious health conditions face challenging educational as well as health issues in Australia. Through consideration of ways in which social inclusion, disability and education policy are enacted at the intersection of health and education, this chapter examines educational possibility for these young people. The intention of this chapter is to focus on the theme of ‘vulnerability’ through examination of key issues related to young people who are of school age and who live with long-term health conditions. Four main groups have been identified as vulnerable for the purposes of this discussion: (1) the young people who live with chronic health challenges who are enrolled in schools, (2) the parents of these young people, (3) state education systems and (4) government-funded special schools and education facilities associated with paediatric hospitals. Before these vulnerabilities are explored, medical and educational contexts and legal frameworks pertaining to this particular group of students are considered. Discussion about the vulnerabilities of the identified groups forms the final section of the chapter. The ‘no man’s land’ in the title refers to World War I trench warfare where land between the opposing sides lay unclaimed (Ayrton, 2014). In this chapter, I develop the argument that the intersection between health and education is a similarly desolate and barren space, for which nobody is claiming responsibility.