This article examines family–school interaction and its impact on the cognitive performance of students at Malema-Sede Primary School, Mozambique. A mixed-methods approach, combining qualitative and quantitative strategies, was employed to provide a comprehensive and contextually grounded understanding of the phenomenon. Data were collected through semi-structured interviews with parents, teachers, and school administrators; structured questionnaires; participant observation during meetings and school events; and documentary analysis of performance reports and institutional records. The sample comprised 30 parents, 10 teachers, and 4 administrators. Results indicate substantial parental involvement in pedagogical meetings and celebratory events, but low participation in extracurricular activities, such as reading workshops and sports projects. School–family communication received mixed evaluations: some respondents rated it as good/excellent, while others considered it fair/unsatisfactory, highlighting weaknesses in formal communication channels. Statistical analyses revealed a positive correlation between parental involvement and student performance (r = 0.68; p < 0.05) and significant differences among students with varying levels of family engagement (ANOVA: F = 4.32; p < 0.05). Documentary evidence confirms that, although policies promoting parental involvement exist, their practical implementation is inconsistent. The study concludes that family participation supports learning and socio-emotional development, albeit constrained by structural and contextual barriers. Recommendations include enhancing communication strategies, strengthening school governance, and diversifying opportunities for continuous family engagement.