An abundance of previous research has demonstrated the damaging effects of low socioeconomic status (SES) on a child's emerging cognitive skills, and this leads to an achievement gap which exists by the time children enter school; a gap which continues to widen throughout the school years. Building on previous findings that have suggested that some factors, such as neighbourhood chaos, may have a protective effect against the detrimental effects of low SES, this study aims to investigate whether certain parenting styles and home environment factors may negate the effects of SES on child cognitive development and subsequent school achievement. These will include control parenting, warmth parenting, distracting parenting, background noise parenting, parental verbal and non-verbal engagement with children, physical proximity parenting, child mental health, and parental cognitive ability. By investigating these potentially mediating factors, we hope to shed light on ways of supporting the cognitive development of disadvantaged children.