This study investigated social support networks (father, mother, classmates, and teachers) in a sample of 447 adolescents aged between 12 and 18 years. Using a cross‐sectional design, the main aim was to analyze differences in the sources of family and school support during adolescence based on a multidimensional perspective, focusing on the frequency of and satisfaction with emotional, instrumental, and informational support provided by the sources. The results suggest that the mother is the main provider of support. Parents mainly provide emotional and instrumental support, classmates provide informational and emotional support, and teachers provide informational support. Informational support was provided significantly more frequently than any other type and satisfaction with informational support was greater. There was a trend for parental support to decrease as support from classmates increased. We also found gender differences; compared with boys, girls received less support from the father and more support from classmates.

Resumen: Este trabajo pretende estudiar las relaciones de apoyo social del alumnado en un contexto escolar intercultural, conocer el apoyo social recibido por parte de los iguales y el profesorado y comprobar si el apoyo social se relaciona positivamente con el clima social del centro escolar y la disminución de conflictos en el aula. La muestra está constituida por 512 estudiantes de centros educativos de la provincia de Málaga, donde conviven estudiantes autóctonos, inmigrantes y de etnia gitana de edades comprendidas entre los 12 y los 17 años. Los resultados indican diferencias significativas entre los estudiantes según su procedencia. El apoyo social proporcionado por los estudiantes autóctonos e inmigrantes se relaciona positivamente con el clima social y negativamente con los problemas de convivencia en el aula y con los conflictos debidos a las diferencias étni-cas/culturales, aunque estas relaciones no han sido significativas para los estudiantes de etnia gitana. El apoyo proporcionado por el profesorado también correlaciona significativamente con el clima social del centro y la disminución de problemas de convivencia en el aula pero escasamente con la disminución de los conflictos debidos a las diferencias culturales. Palabras clave: Apoyo social; clima social; convivencia intercultural; percepción de conflictos.Title: Social support, social climate, and the perception of conflict in an intercultural educational context. Abstract: This study investigates social support among students in an intercultural school context, the social support received from peers and teachers, and assesses whether social support is positively associated with the social climate at school and reduced conflict in the classroom. The sample consisted of 512 students from schools in the province of Malaga, Spain, and included native Spanish, immigrant and Spanish gipsy students aged between 12 years and 17 years. The results indicate significant differences between the students depending on their origin. Social support provided by the native and immigrant students was positively associated with the social climate, but was negatively associated with the problems of being together in the classroom and with conflict due to ethnic and cultural differences. These associations did not reach statistical significance in relation to the Spanish gipsy students. Support provided by teachers also significantly correlated with the social climate at the school and with the reduction in problems of being together in the classroom, but barely correlated with the reduction in intercultural conflict.

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