Abstract : To face the problems o the children, it is important to work on the relations between the parents and the teachers. The participation of the parents in the design of the program of intervention is a determining element to increase the impact of the messages on the children, to ensure coherence with the family environment, to ensure the respect of the common values and to include/understand the life context of the children. To act on the topic of the "parentality" and the school remains complex, in particular in the precarized environments. This one appeared in the action, where the gap between the respective points of view, the depth of the misunderstandings and the over-sensitiveness of each part creates strong resistances against the meeting. The brakes come from the social difficulties and the fold of the precarized families which feel badgered and judged, as well as lack of preparation of the school personnel. In addition to the school failure that it causes, the blocking of the dialogue between the parents and the school is a direct creator of the social exclusion of the children who reproduce the difficulties of their parents. A global solution implying the professionals of various sectors is necessary because the professors are poorly armed to face the social difficulties. The situation does not seem to be able to improve without a real communication between the various actors concerned with knowing the family (child-parents) and the educational team, the speakers and the inhabitants of the district. Moreover the valorization of the parents as actors in the school and the district makes it possible to create spaces of user-friendliness favorable to interpersonal relations with the teachers.