The level of family's socio-economic status to a certain extent surely affects child's future life, the direction in which the child could go, the success and the status he will achieve. Socioeconomic status (SES), most commonly defined as a variable that implies degree of education, occupation-related status in society, and material status (Kohn, 1963; according to Hoff, 2006) is the most frequently researched construct in the social sciences. On the other hand, research on pragmatics, in relation to other language disciplines, is particularly challenging due to the inconsistency of existing definitions, as well as the problem of determining the boundaries of pragmatic difficulties in relation to other aspects of language and development (Bishop, 2002). The aim of this thesis is to give a thorough overview of how much and in what way the socio-economic status of parents (guardians) affects the pragmatic skills of school children. Given the fact that language is a skill that a child acquires from birth, it is a logical assumption that socioeconomic status (SES) has an impact on the development of pragmatics. Nevertheless, it is difficult to distinguish the impact that SES has on early and preschool age and on school age. The question arises as to whether pragmatic skills at school age are largely already determined before starting school and as such continue in school, or whether school children are still significantly influenced by parental occupations, income and education. Research to date indicates that children coming from families of lower socioeconomic status score lower on language tests than children coming from families of higher SES. Taking into account ASHA's definition, which defines pragmatics as the use of language for different purposes, adapting language to the requirements of the situation and / or interlocutors and respecting the rules of conversation, the aim is to understand the cause-and-effect relationship of SES and child atypical use of language. Given the unsystematic research of both concepts (SES, pragmatics), there is little research on this topic. The idea is to draw conclusions about the impact of SES on children of typical development, excluding children with autism spectrum disorder, social communication disorder, and unspecified communication disorders. The question also arises as to which specific risk factors trigger child’s difficulties with communication rules. In addition, it will be mentioned how parental socioeconomic status affects a child’s overall development, which, ultimately, includes the child’s academic achievement. The results of the SES research can be used as a starting point for appropriate interventions by professional associates in the school.