This paper draws attention to the uses of affect to generate specific subjectivities and moralities in educational policies. It points out the connections between specific ideas of the educated subject, the family role proposed in governmental educational policies in Chile, and the ways these ideas are related to the subjectivities and communities which the market requires to function. The paper claims that with different intensities, affect regulation has become a strategic component of a government that articulates the relation between ‘right ways to behave at home’ and ‘school success’. As a result, affect makes conservative cultural dispositions look natural. Discourse analysis is employed to display how these policies use affect to control and monitor behaviors and personal relations, as well circulating cultural logics and ideological structures. The paper explores one specific document to display how affect does not work through meanings per se; rather, it circulates productive ideas of families, students' behaviors, and social and cultural frames to organize a ‘good life’.