This chapter depicts school–family relationships and family–school involvement in the Greek-Cypriot educational system. It describes how these relationships currently appear marginalised in the agendas of policy and practice and highlight the lack of any recent relevant legislative action. By presenting the limited research in the field, the chapter focuses on the formal and informal relevant establishments in the educational system that largely determine current school–family relations and the necessity to strengthen the existing policy framework and to mobilise relevant structural educational reforms. The chapter concludes by asserting that the relevant existing framework of policy and practice is indicative of the envisaged education policy as well as the low priority attributed to issues of equity and inclusion in the specific educational system.