The education system plays an increasingly important role in the daily lives of children and families. Within this system, the cooperation between the school and the family plays a prominent role, i.e. the cooperation between the professional team of the school and the family. Through teamwork, a multidisciplinary approach and different methods and strategies, the school's professional team contributes to the child's well-being and its role can be seen as supporting the family and its integration into the community. However, some discrepancies occur due to ineffective interdepartmental collaboration and the overlapping of roles within the professional team. This leads to role confusion and the possibility of burnout among professionals, and the complexity of modern times and working with families brings new challenges. In light of this, it is necessary to recruit additional specialist staff within the school's professional team and introduce a social worker into the education system. Using the approach of ecological systems theory and a review of national and international research, the paper analyzes the results of 10 semi-structured interviews with professionals working in professional teams of primary schools in the area of Osijek - Baranja, Požega - Slavonia and Virovitica - Podravina counties in the Republic of Croatia. The aim is to determine whether there are any additional needs of professional teams for more successful work with families and to gather knowledge about the methods and types of support for families offered by professional teams in schools. The results show that the professional teams support families mainly through individual counseling sessions, psychological support and referral of families to other institutions. The results show that additional professional staff, training for working with families, the possibility to go to families, the involvement of a social worker in the school, better interdepartmental cooperation, supervision and lifelong education and training are needed. It is concluded that it is necessary to act in the best interest of the child and the family. Therefore, systemic changes are needed at the micro, meso and macro levels of the system.