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Purpose – The purpose of this chapter is to develop a conceptual framework that provides insight and aids understanding of the complex array of relationships schools have with individuals, organizations, and other entities.

Design/methodology/approach – The conceptual framework is drawn from the relationship marketing (RM) literature and applied to a school context in the United Kingdom. In doing so, it provides a simplified representation of the environment in which schools operate and a valuable classification structure for the many different relationships a school has. This framework will be of benefit to both academics and practitioners.

Findings – The authors find that the relationships schools have can be classified within the conceptual framework. The framework aids understanding of the different relationships and provides insights into how these relationships can be developed and where value can be added. Application of the framework also highlights the complex nature of the relationships schools can have with others and the need to manage those relationships well.

Research implications – The framework developed in this chapter is conceptual and needs to be tested empirically.

Originality/value – This chapter responds to the call from Oplatka and Hemsley-Brown (2004) to provide further research into the area of RM in the context of schools. It adds value by drawing together various aspects of RM, providing an analysis of their relevance to educational services marketing and identifying and applying a conceptual framework which classifies the relationships schools have with others. This chapter provides important insights for those within schools who are responsible for the management of relationships with their organization and for others seeking to foster greater engagement with schools.

Tristan Bunnell began teaching International Baccalaureate economics at the International School of London in 1990. He is currently head of economics at the Copenhagen International School. He was awarded his MA in school marketing and development from the University of Surrey in 1993. He obtained his doctorate on ‘public relations activity as an indicator of the unique nature of international schools’ from the University of Southampton in 2003. He has published a number of articles about distributed leadership, marketing strategy and public relations activity in international schools. His current research interests include global curricula developments, especially the growth and development of the International Baccalaureate.