Several theoretical models of child development have posited the spread of conflict within
families; however, few researchers have studied this process in association with relationships
children have with teachers and peers at school. The present study examined the direct, additive,
and interactive contributions of interparental, parent–child, and sibling conflict in relation
to teacher–child and child–peer conflict in a sample of 117 low-income boys from
ages 3.5 to 6 years. Overall, the results suggest that while conflict in any one dyadic family
relationship is only modestly associated with later conflictual relationships at school, risk for
conflict in relationships with teachers and peers increases when multiple forms of early
family conflict are experienced. Results are discussed in terms of the development of conflict
across early relationships.