Tony (2016) recalled that during his studies, his family was very supportive and had a positive outlook on education. He went on to explain that this has not always been the case with other families. Although it is often stereotyped that families of low socioeconomic status place less value on education, Strauss (2013) expresses his concern that, as educators, stereotyping in this way may be detrimental to students' schooling. Strauss (2013) believes that the evidence does not support that parents with less on-site involvement do not hold education in high regard, on the contrary he believes that perhaps it is the opposite, i.e. that education is held in high regard in so that we can avoid the cycle of low socio-economic conditions. -economic life. This further highlights the importance of teachers on these issues to affectively deny any preconceived views and educate fairly and without any prejudice. Families have different opinions when it comes to education and, combined with cultural differences, this can cause potential problems in their educational journey. Bowes, Grace, and Hodge (2012) highlight this, stating that children who move from one group to another risk becoming confused about their identity and having no sense of place in either group. According to the Australian Bureau of Statistics (abs.gov.au) as of 30 June 2015, 28.2% of the estimated resident population was born overseas. This diversity of cultures within society also translates into continued diversity in the classroom. Tony (2016) recalled many different cultural backgrounds that were represented throughout his schooling and this is increasing more and more. Siraj-Blatchford & Clarke (2004) states that diversity in ethnic origin, language, gender and socioeconomic class can, intentionally or unintentionally, cause disadvantage. Teachers now more than ever need to confidently deliver all parts of the