Learning is highly relational, yet prevailing discourses in education position students as individually responsible for learning, attainment, and behaviour. My research follows a group of students from Yeat 9 to Year 11 to explore how narratives around attainment and learning influence students’ co-construction of an ethics of responsibility. I explore feminist and queer theoretical re-framings of responsibility that offer potential to rethink individualising impulses that position students in opposition to others, to consider new modes of cooperative relationality in school cultures.