Parents are important actors in educational policy, and when building a modern educational path in the form of inclusive education, we must take into account the reality of everyday life of both teachers and parents. On the one hand, teachers are expected to make the necessary changes in education, on the other hand, confidence in traditional school and traditional teacher training is being reduced. Collaboration between school and parents is a significant predictor of successful inclusion of pupils in the mainstream of primary education and in this context it is necessary to adjust communication towards pupils' parents. Within the project Direct and Clear Support of School Inclusion - the question of school, family, neighbourhood (CZ.02.3.61/0.0/0.0/15_007/0000239) implemented in 2016 -2019, we focused, among other things, on school and family collaboration, including involvement parents to homework. The presented text introduces the results of a qualitative analysis of the school's collaboration with pupils' parents, showing obvious difficulties in initial education and thus at risk of possible school failure. Attention is paid to the involvement of parents in the process of educational intervention, motivation and assessment of pupils in home preparation, feedback processes in the framework of collaboration and others. The qualitative analysis of grounded theory, coding and categorization data using Atlas.ti application programme was used for processing the results of the research. The target group of the survey were teachers of elementary schools of the Moravian-Silesian Region in the Czech Republic. Based on the interpretation of the results, recommendations for educational practice are formulated at the end of the text.