This paper focuses on the influence that family-school partnership might have on the kind of strategies teenagers put into practice when facing conflicts and discipline problems at school (Ceballos et al., 2012; Pérez-Fuentes et al, 2011; Laursen & Collins, 1994; Smetana, 2005). It is based on the Model of Overlapping Family, School and Community Spheres by Epstein (2001). This model suggests that schools, families and communities are the main contexts of influence in children’s education, so that the greater collaboration between them the greater benefit children and adolescents might experience in learning and development (Hansen, 1986; Martinez- Gonzalez et al., 2000). Studies performed on this regard shown that 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).

From this perspective the aim of this study is to analyze to what extend family-school partnership, as perceived by teachers, might influence the different conflict resolution strategies their own teenagers’ students put into practice when confronted with problems at school. This aim is 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, 2001); but also on a vision of schools as contexts which offer opportunities for positive adolescents’ development through experiencies for learning negotiation, mediation and socialization skills (Rodriguez and Rodrigo, 2011).

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