By being present and proactive, linguistically diverse parents can have a higher impact on children’s learning, well-being and school’s success. At the same time, a more meaningful participation of linguistically-marginalized parents in monolingual societies (such as Italy) could impact teachers’ attitudes towards them. This could change teachers’ paradigm of parent involvement from a school centred perspective to one that is more “family-centered”. Teachers are asked to cope with both the strength and the challenges of linguistically diverse families.