To comply with the system of integrated support for their students’, schools need to build partnership with parents and develop mutual responsibility for childrens’ success in the educational system. In this way, parental involement are increased, parents’ effort to support schools are encouraged, and they are directly making a positive impact to a successful educational system.Considering the importance of parents’ participation and involvement in school activities, in this paper, we will analyse the positive effects of parental involvement, summarize leading principles for the successful partnership of parents and school and present six factors (Parenting, Communicating, Volunteering, Learning at home, Decision-making and Collaborating with the community) and six models (Protective Model, Expert Model, Transmission Model, Curriculum-Enrichment Model, Consumer Model and Partnership Model) of parental involvement. In addition, we will draw conclusions and make recommendations that are important for planning programs that are focused on the improvement of parent involvement.

Numerous studies have confirmed the connection between the family climate and various forms of externalizing behaviour problems, such as aggressive and violent behaviour, vandalism, skipping school and running away from home, substance abuse and others. Therefore, it is of particular importance to point out those risk factors, that according to the results of empirical studies are predictive for the occurrence and development of behavioural problems. This study shows the results of the research which aimed at determining the characteristics of family relationships in the families of children with externalizing behaviour problems. The sample consisted of 135 students, both gender, 11 to 14 years of age. Apart of the instruments for assessing emotional, social and behaviour problems of children and youth (ASEBA-YSR) was used for the evaluation of externalizing behaviour problems, while the FACES IV scale package was used to determine the quality of family relationships and communication within families. The results showed that students with externalizing behaviour problems live in the types of families where the quality of family relationships is low and which is characterized by poor connectivity and adaptability, poor communication and dissatisfaction.

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