The study reports on the relationships between parent involvement and school adjustment behaviours that contribute to the broader constructs of hyperactivity, internalizing and externalizing behaviours for children attending KG-1 public schools across the Emirate of Abu Dhabi. Confirmatory factor analysis and structural equation modelling identify factors that contribute to constructs of hyperactivity, internalizing and externalizing behaviours. The analysis identifies the relative contribution of each of these factors to the adjustment domain of problem/maladaptive behaviour. The study also tests the effect of the parental involvement dimension on the three behaviour constructs. The results of structural equation modelling demonstrate that parental involvement significantly contributes to a decrease of the undesired aspects related to externalizing, internalizing and hyperactivity behaviours. The highest influence is observed for reducing ‘arguing with others, acting sad or depressed and being easily distracted’. The most significant driver of parental involvement is parents speaking with teachers on a regular basis. In general, student gender does not influence children's behaviour adjustment.