Although there is clear, consistent evidence from the last five decades to show that learner outcomes (attendance, behaviour, school retention, academic achievement and wellbeing) improve when parents engage in student learning and the school, questions about what this engagement looks like and when it might be counterproductive persist. There is some evidence to suggest that traditional forms of involvement, such as attending school events and checking homework make a positive difference to student learning however, more subtle aspects of parent engagement “such as creating an atmosphere in the home in which education is valued, and in which high expectations and levels of support are established”1 appear to be most effective.