This chapter explores the invisible emotional and psychological labour undertaken by Muslim mothers within the UK education system, focusing on the systemic biases they are required to navigate. Drawing on empirical research, the interview excerpts highlight how mothers from racialised communities manage the complex public and private identities and the effect this has on their families. In order to support their children, these women have to tackle the persistent anti-Muslim exclusionary narratives and build their resilience. This chapter contributes to the discourse on continual professional development for educators, calling for it to include culturally responsive teaching; address structural biases and critical reflection on teacher’s beliefs and assumptions about minoritised families. Only then, the chapter argues, can educators begin to build equitable and authentic partnerships with all parents in support of their children’s achievement and well-being.