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This study examined family-based relationships as predictors of social functioning in primary school and the possible protective role of family-based relationships for children at risk for school problems. Longitudinal data gathered on 158 children were used to examine the unique contributions of mother-child attachment classification at ages 1 and 2 years, the child's relationship with another adult caregiver, and closeness to a sibling. Also examined was the child's status in the family relative to siblings between ages 3 and 4 years, and relative to teacher reports of their own relationship to the child and the child's social skills and peer relations. Teacher report data were collected in kindergarten, first, or second grade. Findings indicated that quality of different family relationships provided relatively independent and complementary information about early social functioning in school, with more limited evidence for compensatory or protective processes at work. Boys were rated by teachers as having a less positive or more negative relationship with them and being less socially skilled than girls in all three grades. Minority race children were rated more negatively by teachers in first and second grade; as being less cooperative with peers by teachers in first grade, and as being less self-controlled by teachers in second grade. The only consistent evidence for the role of relationships as protective factors against social or demographic risk was for boys. Having a sibling who appeared to be a problem child to the mother and having a more positive relationship with an alternative caregiver at preschool predicted better social functioning in school for boys. (Contains 59 references.) (Author/KB)