Parents and local communities are key allies in the push for inclusive education, but their voices are not always included in discussions about policy design or programme implementation. Researchers, international organisations, and governments, while important in providing an enabling environment for inclusion to take place, are often detached from those they are working to support. It is parents that know most about the strengths, needs, and aspirations of their children; they also often have the final say on whether or not to send their children to school. The communities in which these parents live shape their values and attitudes and can offer either support or distain for those with children with disabilities or complex learning needs. And this community support is crucial. The shared mindsets in societies, and the way that difference and diversity is viewed and understood, can impact parental decisions regarding schooling. In this chapter, Pedzisai Mangayi shares his personal journey and experiences as a headteacher and founder of Hope in Motion, a parent support network in rural Zimbabwe. His own experiences of exclusion and marginalisation have given him a unique and powerful vantage point from which his advocacy work has sprung. Beginning with small-scale, grassroots activities aimed at raising awareness and building capacity in parent groups, Mangayi has been able to scale up his work to a national scale. Mangayi emphasises the importance of parental awareness campaigns. Without these, he says, many parents lack adequate understanding of disability and diversity, and, importantly, how to best support their children. Mangayi has seen first-hand how peer support networks and awareness raising has changed the attitudes of parents and has led them to send children to school that they previously kept at home. Mangayi also discusses the importance of collaborating with influential community leaders and how doing so can lead to wider attitudinal change and the breaking down of harmful social norms.