Primary school education, in which children are involved between 6-12 years old, is of great importance to their personal and academic development. Parents are expected to perform their parental role adequately and to be effectively involved in their children’s upbringing, but they frequently come across doubts about how to do it properly and ask the schools and the teachers for some advice. So that, it is expected that parents and teacher work together and that the school be aware of the parents’ concerns regarding their children’s education. Thus, teachers-parents partnerships should be promoted as it is scientifically accepted that school-family partnership is key to promote children’s development (Epstein, 1995; Martínez, Pérez and Rodríguez, 2005). Accordingly, the objective of this research is to identify areas in which parents would like to be supported by the school in order to be better involved in their children’s education. A sample of 51 Spanish parents with children attending primary school have provided information through questionnaires, self-reports and group reports about what they would like to know regarding their children’s developmental characteristics in order to improve their parenting skills. The data collected has been processed through the NVIVO7 programme, showing several categories of parental needs and concerns, such us: children’s studies, values acquisition, responsibility, etc. According to these results, school-family partnerships might be focused, among other areas, on working with parents to support them to cope with the following needs: children´s academic achievement; children’s moral values, autonomy and responsibility; and, parent’s abilities to play their parental rol, which they associate to their own self-esteem as parents.

This study has followed an exploratory survey methodology. The variables studied have been classified into seven dimensions: Socio-demographic characteristics of the families Parents’ information about children’s development Cognitive, relaxing and emotional self-control skills Parents’ self-esteem and assertivenes in performing their parental rol Communication skills: habits, listening skills, oral expressions and body language. Conflict´s settlement and negotiation strategies. Skills to establish limits and regulations in the children´s behaviour.

1.Parents with primary school children remark that their biggest concern is their children´s academic achievemnt. 2.Parents associate this concern (about the academic achievement) with other significant areas of children’s personal development such as moral values, autonomy and responsibility. 3.Likewise, parents are concerned about their abilities to play their parental rol, which they associate to their own self-esteem as parents. 4.Parents expect their children to gain self-confidence as they believe that it is here where the foundations for an appropiate development takes place. They think the school´s support is essential. 5.At this evolutive stage, parents claim that they do not to have many communication problems with their children. Nevertheless, there are some areas in which they percive an important gap between them and their children, such as how to properly use the Informative and Communicative Technologies (ICTs). 6.At this evolutive stage, parents don´t perceive there are important conflicts with their children. When these conflicts arise, establishing clear rules and limits seem to be effective strategies to solve them. However, they show interest in learning how to control their children´s behaviour and above all, they want to learn new strategies to better control their own emotions and behaviour. 7.It is also of great interest for parents, to know how to express their feelings adequately in front of their children in order to build a confortable communication atmosphere. This would help them to prevent and solve conflicts that may come out in subsequent evolutive stages.