One of the basic duties of any educational system is to educate effective, informed, and responsible citizens who are pursuing the goals and objectives of their community and working to upgrade it. Differentiation is a more or less permanent and effective quality of life feature that includes a set of identifiers. In scholarly literature, belonging to a school is described by other titles such as commitment to school, school affiliation, and attachment to school. This qualitative, basis study examines the role of parents' educational lived experience and the differentiation of teachers in children's sense of belonging to school. Sampling was done purposefully. The results showed that parents' educational experiences have a direct impact on the children's sense of belonging and educational quality, in case that if these experiences are positive and successful, they will led to high quality sense of belonging to school in children. Also, if teachers were faced with the problem of differentiating both individually and interpersonally, they create a low sense of belonging in the children.