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This qualitative study focuses on the relationship between public schools and the families of their pupils, as perceived by primary school teachers. The importance of this work lies in reflecting on how this relationship is established, what the role of each institution is in early childhood education, what an ideal relationship would be like, according to the teachers, and how psychology can help teachers and families to develop a good relationship. In order to achieve the objectives, a semi-structured interview was carried out with four 2nd to 4th grade teachers. The data was analysed using the phenomenological method. From analysing the data, it can be seen that the public school tries to maintain a very close, friendly and trusting relationship with the family. However, the lack of participation of some families, lack of time, neglect and lack of limits are the main difficulties encountered that interfere with the relationship.