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“Parenthood” is a concept rarely used at school. Moreover, the relations between parents and teachers are becoming increasingly problematic. Working from situations of analyses of their professional practices with teaching staff, the author adopts the hypothesis that due consideration for “parenthood in demise” would allow for positive changes in such relations. The identity crises affecting both the family and schools have the effect of complicating and introducing greater conflict into their relations, sometimes leading to confusion as to their respective roles. Forging new alliances will then require the exploration of neutral ground to mediate such relations. Taking into account the special place the school represents between the child and its parents, together with the elaboration of the “inner parent” in teachers provide two avenues for such work. A “shared parenthood” could thus provide the basis for alliances able to vouchsafe a place for the child or adolescent having become a pupil.