Abstract
This study aimed to determine whether there is a significant correlation between the parental relationship with school coexistence and the level of learning in children. The work had a quantitative approach, with a correlational non-experimental design; It consisted of a sample of 585 students from the third to the sixth grade of primary school. Two questionnaires were carried out to know the aspects related to the parental relationship and its effects on the children's school performance. The results show a correlation between school coexistence and academic performance; however, it is shown that the parental relationship is independent of this situation.
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