The purpose of this study was to analyze the relationship between academic success and functional and dysfunctional families. A non-experimental, crosssectional, descriptive correlational design was used. A convenience sample of 200 children between 6 and 13 years old, primary and junior high school students was conducted (32.3% were female and 67.7% were male). To assess the relationship, a study case of 21 reagents was designed to empty the obtained information from medical review records from a psychopedagogic clinic. Academic success was measured as from the revision of informal tests and standardized tests. Results showed that the population levels of academic success were average. However, a significant relationship between the age of the parents and the level of academic success was found, indicating that these variables are associated with this problem. Besides that, it was found that there is a tendency in children with cognitive, emotional and sensory problems reflected in low academic success. The findings provide information that could be considered for the development of programs of psychopedagogic intervention to treat children with learning disabilities and low academic success.