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This study focuses on the partnership of the teacher with the families of the children that have emotional difficulties. It consists of the theoretical and the research part. As far as the theoretical part is concerned, at first, specific emotional problems, that can be showed up in childhood, are mentioned. Also, their causes are referred. Then, the conducts and the sources of the above difficulties, in school and in class surroundings, are searched. Teacher's role is examined, in the limits of difficulties' existence. Particular attention is paid to the right handling from the teacher's side at first level and from the parents' at second. The whole purpose is the conflict resolution on the specific difficulties. Teacher's education concerning the discovery of the child's difficulties and the appropriate edification is reported specifically, through a holistic approach on all parties involved. Emphasis is given at regular cooperation between families and teachers of students with emotional disorders: As a result, the benefits of the successful partnership and the reasons why the above communication is non-effective, are examined. Mistaken and efficient attitudes of cooperation are divided to those of teachers and the equivalent of the families and are investigated on a grater scale. Subsequently, proposals of effective strategies, in building well-balanced relationships between school and family, are mentioned. These strategies can affect both sides in ways that are cited in different categories. Two typical examples of communicative strategies cycles, that have been implemented abroad as proposed for the creation of commendable partnership between school and families are stated. Summarizing the theoretical part, conclusions are exported by the studies that have been conducted in the past. Afterwards, methodology of the present essay follows. Before that, the shortcomings of the past studies are detected. The description of the methodology, which constituted the outline of the work, is carried out. Consequently, after the interviews, the answers of the question of the research arise. At last, the discourse, the conclusions and the proposals follow.