Despite the fact that students are often articulate about qualifications policy matters, their perspectives are rarely listened to. This is because governments shape qualifications policy according to pre-set beliefs and are unwilling to countenance dissonant or outsider views. Using the Diploma qualification and inclusion of vocational qualifications as General Certificate of Secondary Education and A level equivalents for league tables as examples, this commentary complements this edition's main articles through exploring why these policies failed, as well as why myriad voices went unheeded.