This chapter challenges the concept of school–home communication by offering a transactional notion of the home–school–home communication model (drawn from communication theory). We review the classic and more recent international literature on school–home communication in relation to newly arrived migrant children and the need to consider whether the presence of such children challenges the ‘one size fits all’ model. We use the dynamic notion of transactional communication to consider the empirical findings of the three-year research programme, covering secondary and primary schooling, and recommend alternative and more empowering constructions of school communication systems (its modes, processes, content and operationalisation). Our conclusions are of direct relevance to education practitioners, school community liaison officers and migrant communities themselves.