While many historically contingent barriers to individual liberty have been deconstructed, I argue that current education policy continues to maintain a discriminatory educational milieu that constitutes individuals as dis/abled. I describe this current government formulation of educational spaces as Closed Policy. Various contingent environmental barriers, dynamically intersecting with, for example, gender, class, ethnicity, physiology, and neurodiversity; inhibit individuals due to constructed notions of ability and disability. I draw upon the principles of Open Futures, Open Society, piecemeal social engineering, and prioritarianism to call for a deconstruction of Closed Policy and movement towards Open Policy. I argue that current educational policy is unjust and should be deconstructed to free individuals from coercion, prejudice, and harm. I argue for a shift towards Open Policy so that difference can be celebrated and the potential for Open Futures is maximised.