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This exploratory research conducted in a Spanish Secondary school proposes to structure the study of social representations with the domain of social competencies and is in line with the psychology of social education. The rapid social changes in Spain during the last decades have had a strong influence on education. A number of school conflicts linked to social interaction are at the origin of a vast variety of intervention programs focused on the development of student social skills. From this perspective, it is necessary to take the representations of different community members (families, students, teachers) into account. To evaluate students’ « social skills » a questionnaire was administered in a secondary school located in a deprived area of Madrid. In order to study families’ and teachers’ reference models, we substituted instructions in pro conditions (well-viewed) and against-normative conditions (badly-viewed). Factor analysis in the main components of the different normative models detects an interesting Guttman effect. Results show a social competence representation linked to the behavior expectations promoted by traditional society. With peers, this representation is not adapted to favourable individual and social development.