Modern social problems of childhood neglect, international educational crisis inevitably bring us back to educational discoveries that were made in the 20s of last century by social pedagogue Anton Makarenko. The article outlines the outstanding teacher’s pedagogical ideas and views for correctional work with family and identifies its practical use in modern social and cultural space. The history of the concept of at-risk students is analyzed. Makarenko’s experience with at-risk students is studied. Makarenko’s literary pedagogical legacy was the subject of numerous studies in the 40s of the twentieth century. This continues to cause many conflicting and ambiguous interpretations in native and foreign teachers. Analytical evaluation of many Makarenko’s issues of theoretical developments, deep philosophical and educational, historical, educational, social and psychological context of his work represented in the works of L. Hrytsenko, N. Dichek, M. Evtukh, A. Ilaltdinova. S. Karpenchuk., T. Korableva, V. Morhun, M. Oksa, A. Tkachenko, A. Frolov. Nawadays open up new possibilities, and accordingly to the prospects of studying Makarenko’s pedagogy which dispassionately and certainly reflects its timeless universal educational potential. The teacher-innovator, among the first, clearly and convincingly showed the dependence of family education from the socio-economic factors of society, outlined the mother’s and father’s role in the upbringing of the younger generation, drew attention to the nature and content of parental authority. As an example of false authority Makarenko defined (“authority suppression”, “prestige distance”, “arrogance authority”, “authority pedantry”, “reasoning authority”, “authority of love”, “kindness authority”, “friendship authority”). Several educational Makarenko’s discoveries in the field of family education are very important, but unfortunately, today is not yet sufficiently appreciated. The article proved that modern educational process is impossible without Makarenko’s pedagogical legacy, which realized his ideas and views, namely the use of children’s work as a means of rehabilitation, education at and through a collective team, adhering to the principles of humanity, credibility, rigor, organization discipline, self-discipline, respect for his father and mother, relationship education in the family and school and others. The perspective is a more detailed study of the problem of children’s and youth’s sexual education and their preparation for family life.