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This article aims to analyze the relationship between family experiences and effective and inclusive school coexistence in primary education, focusing primarily on the concept of diverse families, the transmission of values, and conflict resolution. The study employed a qualitative approach and a socio-critical paradigm, utilizing a Systematic Literature Analysis (SLA) methodology to analyze journal publications from 2022 to 2025 to identify and highlight the most relevant findings. The results demonstrated an intrinsic relationship between parental authority and its influence on student behavior both inside and outside the classroom. The importance of values ??transmission and the development of socio-emotional skills for positive school coexistence was emphasized. The conclusions underscore the recognition and inclusion of family diversity as essential for achieving quality education. The study proposes that educational institutions, such as the Eliseo Pinilla Rueda School (CEPR), should work on designing pedagogical strategies based on dialogue, empathy, tolerance, and inclusion to improve the school climate.
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