The aim of this chapter is to analyze how family variables may affect children’s school wellbeing. Research shows positive associations between family wellbeing and children's school wellbeing. School wellbeing (i.e., enjoyment and interest associated with school; positive attitudes toward school life, teachers, and peers, Eccles, 2004) is an important part of children’s subjective wellbeing. The results of the literature review indicate that support and encouragement from parents may affect students’ positive school attitude and academic performance. On the other hand, parental stress (e.g., economic stress, work stress, relationship stress) has been negatively associated with parenting functioning and children’s wellbeing. Existing studies showed that low socio-economic status of parents was associated with more chronic stress, lower levels of parents’ wellbeing and less sensitive and warm parenting (Taraban & Shaw, 2018). Another important stressor tied to parenting functioning is job stress. Research in the work-family area showed that job stressors (high demands, work overload, unsupportive work environment) decrease parental engagement and positive involvement in the family, by depleting parents’ energy and cognitive resources (Repetti & Wang, 2017). Within the studies on stress and parenting, dyadic coping (i.e., support or assistance provided to and received from the partner in coping with stress), co-parenting and parenting support to their children have been found to be important resources in buffering the effect of stress on dysfunctional parenting and family functioning. Based on these findings, we will discuss the importance of addressing parental stress and family support in intervention programs for parents to improve the wellbeing of children in families and in schools.