The present qualitative study employed a grounded theory approach to identify and analyze family-school coordination strategies for addressing adolescents’ socio-emotional challenges. Eleven senior high school counselors were purposively sampled, and data were collected through semi-structured interviews. Using Strauss and Corbin’s constant comparative method, the interviews were coded in three phases—open, axial, and selective—resulting in four selective codes (“relationship-focused strategies,” “structure-focused strategies,” “resources and supports,” and “barriers and challenges”), fourteen axial codes, and 168 open codes. The findings demonstrate that fostering collaborative and effective family-school relationships can substantially enhance adolescents’ emotional and behavioral adjustment and, ultimately, their quality of life. These insights can guide the development of educational and support programs to strengthen family-school interactions, enabling policymakers and educational authorities to implement targeted measures that support adolescents and their families.