The main aim of this paper was to analyze the relationship of the socioeconomic status of parents and family relations and the impact of these variables on school achievement. Empirical study has examined some dimensions of socioeconomic status of parents and family relationships, and their impact on a child's school achievement. Pupils from Popovača Prmary School in Sisak- moslavina county partcipated in the study. Consent to conduct these survey was given by 170 parents, and accordingly 170 respondents participated in the survey. For the purpose of data collection, a Questionnaire for pupiles was constructed to examine academic achievement and scioeconomic state of family, and also children gave a self-report assesment of family relations and major aspects of family relationships – family cohesion, flexibility and communication. According to the basic results of the research, there is a statistically significant differnce between the level of education of parents and the average grade of the child in the previous school year, or if the higher education level of parents, child had better school success in the previous school year. Furthermore, it was found that there was a statistically significant differece between the working status of the father and the average grade of the child in the previous school year, while no statistically significant difference was found for the working status of the mother and the childs average grade in the last school year. In other words , if the father is employed or retired, the child had better grades in previous school year, while mothers employment did not had an impact on childs school preformance. Also it was found that there was no statistically significant difference between parents working status and family relationships. Ultimately, the results of the study indicated that a higher level of communication between parents and children has a significant impact on better family relations and that higher material possibilties in the family have a positive effect on family relations. The contribution of this paper is to open possibilities for identifying children in need of support in school setting, as well s providing guidelines for developing plans and programs that will contribute to meet the educational needs of identified children at-risk.