This study focuses on the parents' perspective on promoting a sense of belonging to the school and the community. It comprehensively analyzes how authentic partnerships between schools and parents can be implemented.

Many studies point to the importance of the parent-school relationship; education systems in the world (for example, in Australia, the USA, Great Britain, New Zealand, and Canada) present policies encouraging the promotion of this partnership. The partnership is manifested on two levels:
1. In scope - in planning programs to reach more families.
2. In terms of content - the formation of appropriate workshops for the needs of the parents and the school, updated communication, recruitment of Volunteers, and decision-making in the community.

Quantitative research based on 569 parents (49% fathers and 51% mothers) for a closed Likert-type questionnaire dealing with the wishes and needs of parents for students in elementary school (82%), high school (11%), and high school (7%).

Differences were found regarding gender (t(571)=2.568, p<.01). It follows from the fact that women see higher importance than men in the discourse and connection with the school. There were no differences in religions. Over 95% of the parents are willing to volunteer. The most prominent area is preventing violence in schools (42%). 16% are willing to tour the school and witness good student behavior. 5% of all parents stated they do not have time to volunteer or are unwilling to volunteer at school.
Most parents, 90%, noted the importance of communication, its quality, and the direct and continuous relationship with the school management. They also needed to talk and learn more about issues such as social pressure, violence, and risky behavior.

Over 70% of the parents stated that it is 'very important' to 'important' to strengthen the relationship and volunteer in the following three areas:
(1) Organizing a "Salute to the Arts" fair for students and families where community artists demonstrate and offer information.
(2) To sponsor reading activities, for example, donations from business partners of books for classrooms, the school library, or to take home.
(3) To connect with elderly people who contribute with their experience and skills (war heroes; life stories).

Implications:
The partnership between the parents and the school, which is based on an egalitarian and ecological relationship, makes it possible to strengthen the quality of education in the emotional, social, pedagogical and values ​​fields. A positive school and community environment contributes to mental resilience and better academic results. Parents see promoting their children's sense of belonging as an opportunity to involve themselves in education and the community, thereby also contributing to the quality of learning, the development and success of the children in each class, and strengthening the sense of belonging in the wider community. Another meaning is increasing the feeling of security, the positive cultural identity, and the children's pride.

The different types of involvement empower the students and the parents themselves. This is reflected in the parents' trust in decision-making. The various types of parental participation also contribute to teachers and school staff by better understanding the needs of families and the community. The collaboration may positively impact challenging times such as the COVID-19 pandemic.

Keywords: Parent-school relationship, Inclusion of parents in the school, Student support.