The importance of parental involvement in children’s education is so well established by so much research that it represents one of the most agreed-upon principles of good educational practice[1]. However, the literature often refers to ‘parents’ as one homogenous group, disregarding ethnicity, social class,gender,etc [2]. It is often inaccurately assumed that all parents are equally knowledgeable about education systems, and have equal capacity to support their children. Since children’s access to school is mediated through their parents, and some are not in a position to promote their children’s interests due to differing cultural, economic and social capital [3], interventions expecting all parents to behave similarly cannot provide equitable outcomes for children. This paper reports on an Irish study of parental involvement, theorised by Bronfenbrenner’s bioecological model of human development [4]. It recommends proactive approaches to relationship-building by educators,well-planned contextual supports, and an understanding of issues of diversity.