the immune system's T cells to destroy these potentially invading agents also act on the pancreas β cells, destroying them [11-13]. Self-management and self-care is of critical importance for the control of this type of diabetes in children and adolescents. In fact, the responsibility of regularly monitoring the disease and its symptoms and the compliance with the treatment lies with the family and later, in accordance with the growth and the development phase, are gradually transferred to the child/adolescent [14-17]. Therefore, the main goals for type 1 Diabetes Mellitus's treatment, in children and adolescents, emphasize the prevention of symptoms and their severity, the prevention of short and long term complications, and the appropriate growth and development of the adolescent allowing the suitable maintenance of daily activities such as those related to family dynamics, school and social life [15, 18-20]. However, the multiple physiological and psychosocial modifications occurring during adolescence compromise diabetes treatments during this developmental period [15, 21, 22] and often, the adolescent show serious difficulties in adhering to self-care management of diabetes and the prevention of its complications. The conflicts arising from the demands and complexities involved in the self-management of diabetes, and the adolescent's expectations regarding their own experiences, in this developmental phase, may account for this scenario [23, 24]. According to the World Health Organization (WHO), adolescence is placed between 10-19 years, during which the individual is subjected to changes of biological nature, determined by puberty that will produce a rapid growth with consequently distinct body transformations; changes of cognitive nature, with a higher complexity in reasoning skills, through the attainment of autonomy and identity construction and also changes of social nature with the experience of new and different roles [25-27]. However, the constant need to declare autonomy and independence leads the adolescent to idealize feelings of invulnerability, inconsistent with the acceptance of a chronic disease such as type 1 diabetes that may encourage non-adherence to self-care [22]. Parental involvement, communication, cohesion and family conflicts that arise when managing diabetes self-care, are good examples of the type of family support available to the adolescent. A higher level of family conflict and less involvement account for worse outcomes of adherence to diabetes self-care in adolescents [28]. In turn, schools with staff and peers also account from other sources of social support that the adolescent with type 1 diabetes may count on, in daily life, that may influence metabolic control and quality of life [29]. Peer pressure and the demands of the social environment (school, recreational activities and family) may hinder adherence to self-care in adolescents with diabetes [30, 31]. This chapter's main goal is to describe the relationship among family support, school support and parental coping in ...