This research is based on the Model of Overlapping Family, School and Community Spheres by Epstein (1987, 2001), to analyze family-school partnership. This model suggests that schools, families and communities are the main contexts of influence in children’s education, so that greater collaboration between them generates benefits in children and adolescents’ learning and development. Thus, the need for collaboration between parents and teachers is unquestionable (Hansen, 1986, Martinez- Gonzalez et al., 2000). When students perceive a positive relationship between their school and their family, they tend to get higher qualifications and academic success because it fosters the development of personal skills, self-control and maturity, and reduce school conflicts (Garcia-Bacete, 2006; Bogdanowicz, 1994).

From this perspective, and based on a vision of the school as a social organization, characterized by social relations which, from time to time are associated to interpersonal conflicts (Jares, 2006), and a vision of school as an opportunity for positive adolescent’ development through learning negotiation, mediation and socialization strategies and skills (Rodriguez and Rodrigo, 2011), the aim of this study is to analyze to what extend  family-school partnership, as perceived by mothers and fathers, might influence the different conflict resolution strategies their own teenagers’ put into practice when confronted with problems at school.

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