Collaboration between the school and the family is increasingly favored as a means to promote school achievement and perseverance. This is based among other things on a sharing of responsibilities between parents and teachers. The objectives of this paper are to (1) propose a model integrating various factors and processes of school-family relationships; (2) identify facilitating conditions and restrictive conditions that help or hinder the development of collaborating school-family relationships; and (3) identify elements of an ethical framework to guide parents and teachers in relation to the understanding and exercise of their role respectively. This article refers to both literature reviews, reports and results of studies that we conducted, as well as studies conducted by international leaders in the past 15 years. Then, drawing on the anthropological model of Human development and Disability Creation Process (Fougeyrollas, Bergeron, Cloutier, Côté, & St-Michel, 1998), we illustrate the dynamics of interactions between, on the one hand, factors associated with youngsters, parents and families, and school and teachers, and on the other hand, school and family processes in the development of school-family relationships. The importance of parents’ and teachers’ role comprehension is put forward. Finally, using ethical frameworks, we set some benchmarks to pinpoint required competencies and the values and principles that underlie them. Challenges facing teachers and professionals are numerous and ethical professional conducts are an imperative in the field of education.