Conflict Resolution in Schools

In the United States, approximately 1.3 million students drop out of high school each year, with rates remaining disproportionately high among marginalized communities due to structural poverty, racial inequities, and family stressors. These conditions often produce conflict between students, families, and schools, particularly around attendance, behavior, and academic expectations. School social workers frequently encounter these tensions through referrals for truancy, discipline, and academic failure, positioning them to intervene before conflicts escalate. This chapter examines how school social workers can address family–school conflict using a life-course and family systems lens. It draws on ecological theory and restorative justice frameworks to analyze how conflict reflects broader structural and relational dynamics within multigenerational families. Using case studies and current research, the chapter identifies key strategies for conflict resolution, including restorative dialogue, family conferencing, and culturally responsive mediation. The chapter contributes to child and family social work by linking theory to practice and highlighting the role of extended caregivers in school engagement. It also outlines implications for policy, practice, and professional training, emphasizing the need for flexible engagement models and preparation of social workers to work across generations. This work calls for a shift from punitive responses toward relational and collaborative approaches that support both family stability and student success.