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In this paper, I discussed the main findings and assumptions posited for the related literature on the parental involvement. Firstly, I discussed the definition of parental involvement. Secondly, I discussed a brief historical background of parental involvement with special reference to its status in the UK. Thirdly, I discussed the effectiveness of parental involvement in the learning process in addition to the factors that encourage parents to get involved in their children's education and its importance. Fourthly, I investigated the counterarguments advanced against parental involvement and when it becomes negative, most notably overparenting. Fifthly, this section discussed the barriers that prevent parents from getting involved in their children's education, including the parent and family factors, child's age, learning difficulties and disabilities, behaviour problems of the children and the asocial factors, such as poverty. In the last section of this chapter, I discussed the school-relayed factors that affect parental involvement like the school culture as well as the location of the school