The article examines the influence of teachers' relationships with students and parents on the academic performance of adolescents. A review of domestic and foreign sources on this topic has been conducted. Special attention is paid to the issues of interaction between school and family, obstacles to effective cooperation are identified, and the impact of these relationships on school performance of students with learning difficulties is analyzed. To determine the characteristics of the teachers' attitude to students and the parenting style, the questionnaire test of A.Ya.Varga and V.V.Stolin (QPA) was used. An empirical study was conducted in four secondary schools in the city of Kokshetau (No. 16, No. 13, No. 10 and No. 19), 56 teachers and 86 parents participated in it. As a result, it was found that the attitude of teachers towards underachieving students differs significantly from that of parents, and the relationship between the nature of these relationships and the dynamics of educational achievements of adolescents has been experimentally confirmed. Parents had the opportunity to realize the important role of the teacher in the development of adolescents. At the same time, the need has been identified to increase teachers' readiness for an individual approach in teaching adolescents with difficulties, as well as awareness of the importance of cooperation between family and school to improve academic performance.