Parental involvement (PI) in the education of children is an important element of effective education (Horby, 2017). The setting of School Councils regulated by LEGAL NOTICE 135/1993 is one way to encourage PI in State Schools in Malta. However, the role of School Councils is fluid and participation is not promising. This paper provides an overview of the current PI based on Hornby’s (2000) models from the perspective of the author’s experience originating from her involvement with School Councils since 2008 and her role as president of the Maltese Association of Parents of State School students (MAPSSS) since 2012. The call for parental involvement comes from policy makers and the parents themselves, but, in practice, there are various gaps and barriers that hinder parental participation in the schooling of their children. The changes in the social dynamics challenge the traditional role of parental involvement schools which teachers are bound to. The teachers’ and parents’ understanding of parental involvement may not be congruent, creating a sense of suspicion that conditions the possibility for collaboration. Moreover, the changing context of the education system and the demands on teachers side- lines further parental involvement. To translate the call for parental involvement in practice, the necessary support through training and guidance to all parties and the required structure should be embedded in the system, so as to allow a gradual paradigm shift.peer-reviewe
