This thesis deals with the expectations and needs of forced parents to elementary educa-tional institutions. Stress factors, which are related to forced migration and parenthood, are described. These are closely related to the experience of migration history and possible traumatization. Socio-cultural, socio-economic and biographical aspects play an important role here and affect the living reality of parents. On the basis of a case-by-case analysis, possible expectations and needs were elaborated. Based on the results and the subse-quent discussion relevant aspects of parental expectations, needs and parental action were presented against the background of extreme stress experiences and finally conse-quences for the elementary pedagogical field were deduced.