This study examines the impact of parental stress on engagement with online learning during and after the COVID-19 pandemic in Arab nations. A total of 729 parents from various Arab countries participated in the study by completing a 42-item questionnaire that measured four types of stress—personal, academic, technical, and financial—as well as behavioural, emotional, and cognitive engagement. Demographic factors, including gender, income, number of children, and country of residence, were found to correlate with different levels of stress and engagement. Structural Equation Modelling (SEM) and Confirmatory Factor Analysis (CFA) were employed to validate the relationships between stress and engagement, while MANOVA explored the effects of demographic variables. The results show that personal and academic stress positively influence all forms of engagement, while technical stress has a significant negative effect. Financial stress did not demonstrate a measurable impact on parental engagement. The findings highlight the need for targeted strategies to manage parental stress, particularly personal and academic, to improve parental involvement in online education. These insights are crucial for policymakers and educators in developing support systems for parents during transitions to online learning environments.