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The high rates of dropout in Europe are considered a severe problem whose effects arise at an individual level (school failure, absenteeism, little or lack of motivation for their studies, learning disabilities, grade repetition, low self-esteem, behavioral and relationship or communication problems with the teachers and the family) and extend to citizenship, shaping hence the social and human capital. Facing this situation of early disengagement of formal education, it should be stressed the urgent cooperation between families and schools as agents of socialization, whose responsibilities, mutual influence, and shared efforts aim to enhance the children’s learning and development. This research expects to know some of the necessities of families when they get involved in their children’s learning and identify whether these necessities may be used to set prevention or protection indicators in dropout events. The authors, based on a descriptive and ex post facto methodology, used an ad hoc questionnaire among a sample of 140 families from Cyprus, Austria and Spain to assess 1) the family involvement in their children’s learning activities; 2) the perception of the teaching practice; and 3) the relationship between the families and the school. Special mention should be made to the parental acknowledgment of the professional skills, the interest in their teenage children’s education and learning process, the interest in seeking advice on study techniques, and emotional and communication skills to be applied at home or during the scarce and generally unsatisfactory meetings with teachers. It concludes by demanding actions that strive to full development and an optimal social and school adjustment, always respecting the individuality of each family and student.

Necesidades socioeducativas de las familias ante el abandono escolar prematuro