Parent engagement in education, and the school-directed tasks which support this, falls disproportionately to mothers (Griffith & Smith, Mothering for schooling, Routledge Falmer, 2005; Hutchison, Gender and Education, 24(2), 195–212, 2012). However, the way teachers, society, and even scholars frame parent engagement demonstrates limited consideration of the multiple pressures such expectations place on mothers (Goodall, Educational Review, 73(1), 98–110, 2021). This chapter asks what mothers risk by orienting to the current, highly gendered practice of parent engagement? Although the compromised maternal well-being of intense parental support was briefly recognised during the pandemic homeschooling period, this was principally viewed as a temporary crisis within a crisis (Bailey, Gender and Education, 34(6), 674–689, 2021; Office for National Statistics, Coronavirus and homeschooling in Great Britain: April to June 2020, 2020). In fact, the gendered impact of parent engagement is persistent, significant, and in need of transformation. Using UK empirical accounts to illustrate the temporal, pedagogical and emotional repercussions of trying to satisfy ongoing, socially expected engagement, and mothering theories to understand maternal willingness to sacrifice their own well-being in support of their child’s education, I highlight the gendered inequalities reproduced when mothers are constantly overburdened in the name of parent engagement. A reframing of “engagement” at both school and society level is proposed, to moderate the weight of maternal responsibilisation, thereby allowing children to flourish alongside mother-supporters who are not excessively burdened.