The study investigates the relationship among parental involvement, socio-economic status, and the attention span of pupils with mild intellectual disabilities. Understanding the correlates of attention is vital for developing effective educational strategies that can significantly impact academic success. Previous studies revealed the impact of intellectual disabilities on attention span and the potential modifying effects of environmental factors. This research employed a correlational design, sampling pupils with mild intellectual disabilities from selected schools focusing on special education. The study measured attention span using standardised attention assessment tools, while parental involvement and SES were assessed through parent-reported questionnaires. Data analysis involved statistical methods to explore the relationships between the variables. The findings reveal a significant positive correlation between parental involvement (r = .106, n= 100, p >.05) and the attention spans of pupils with mild intellectual disabilities. Similarly, these pupils had a higher socioeconomic status (F (15, 84) = 1.173, p=0.309 > 0.05) associated with longer attention spans. The findings from the study indicate that the level of parental involvement and the socioeconomic status of students are significant factors that can impact the attentional capacity of students with mild intellectual disabilities.