This position paper aims to examine the influence of parental involvement on students' academic performance in the Arabic language in Senior Secondary Schools in Kwara State. The paper adopted a conceptual and literature-based approach, drawing on relevant empirical studies, theoretical perspectives, and educational policy documents. The reviewed literature showed that active Parental involvement is a significant determinant of the children's academic success and socio-emotional development. It also indicated that a household can play a role in a child's intellectual growth and aspirations. Based on these insights, the paper recommended that school administrators implement structured programs to engage parents in their children's Arabic language learning through regular meetings, literacy workshops and parent-teacher collaborations. Teachers were encouraged to adopt inclusive strategies that consider students’ diverse socio-economic backgrounds, while students were advised to take initiative through self-directed learning. Parents were urged to participate actively in their children's Arabic language development by engaging in discussions, reading Arabic materials together, and encouraging daily practice. Finally, the paper recommended further studies on the role of government and community organisations in supporting Arabic language education in low-income areas.