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This quantitative study investigates the relationship between parents' types of parental authority and behavioral disorders among elementary school students.The research aims to identify the prevailing levels of both variables and to explore whether statistically significant relationships or differences exist between them.The study employs a descriptive-correlational design, utilizing validated questionnaires distributed to a representative sample of students and their parents.Statistical analyses, including correlation and variance tests, are conducted to determine the strength and nature of the relationship between parental authority patterns and children's behavioral outcomes.The study further examines differences in parental authority and behavioral disorders according to demographic variables such as gender and parental educational level.Understanding these relationships is crucial for improving parenting practices and reducing behavioral challenges in educational settings.The findings are expected to provide valuable insights for educators, psychologists, and policymakers, highlighting the role of balanced parental authority in promoting emotional adjustment, self-control, and social responsibility among children.Ultimately, this research contributes to the growing body of knowledge on family-school interaction and supports the development of evidence-based interventions to foster students' positive behavior and overall well-being.