Many parents are preoccupied with the question of how to raise their children and how to help
them become successful adults, who know the rules of the society in which they grow up and behave in a way that is adapted to the environment in which they find themselves. The parents are also busy trying to instill in the children their values, and the question of the extent of their influence on the children at the various stages of development. In this context it is generally accepted to use the concept of parental authority which expresses the totality of parents’ rights and obligations towards their child and the ability to instill rules and norms for children, and not allow them to do acts that may harm them (Berlingher & Sofrag, 2015; Yaffe & Harnaba, 2019).

In adolescence the child may turn his attention to making social contact with figures outside the
family system, including teachers. These figures can provide a secure foundation for researching and learning new skills Most studies examining the quality of an attachment-based teacher-student
relationship have emphasized the importance of this relationship and its contribution to social, academic, and motivational adaptation. Studies examining this relationship among children with special needs have mainly highlighted the contribution to socio-emotional adjustment, and respectively students with learning difficulties have reported a low level of teacher perception as a safe basis (Al-Yagon, 2012).

Parenting style is an array of attitudes toward the child that are conveyed to him and create an
emotional environment in which the parental behaviors are expressed. These styles are influenced by various factors, including the temperament of the parent and the child, and are based on the cultural background of the parents. Parenting style is usually defined based on two dimensions of parental behavior: control (strictness, demands) and warmth (affection, responsiveness) (Radziszewska et al.1996).

It is customary to specify four parenting styles: a. Authoritative style – emphasizes parental
supervision in a shell of warmth. The parents explain the reasons for their behavior, value the child as a person and emphasize their purpose to encourage the child to be independent. B. Dominant style – holds control in his hand, appreciates obedience to fixed standards. The parents support punishment and are less warm than the authorities. Permissive style – uncontrollable parents. They underestimate the demands on their children, even though they have a great deal of warmth. D. Repulsive / Neglecting Style – Parents do not control or allow and are not warm (Baumrind, 1978).