Research on parental involvement in British education has a long pedigree, dating back over 50 years, but there are limitations with respect to understandings of the notion of parenthood. Whilst social class has frequently been addressed as part of the pursuit of equality of opportunity, diversity or ethnicity/race, gender, sexual orientation and sexuality are rarely considered. Discussion tends to focus on ungendered parents and children. The chapter reviews the policy and practice debates in the UK about how to enhance gender equalities in education, from schools to universities, linked to diverse families in changing and challenging contexts. Consideration is also given to not only notions of parental or maternal involvement in children’s educational achievements but also how to challenge and transform the curriculum and training of educators on issues of gendered notions of families and children. This involves parents in responsibility for their children’s sexual and social upbringing and education, free from sexual or gendered-related violence.