The article examines the transformation of communicative practices which the conflicting subjects in the educational context are involved. A concept of network interaction is being considered as a new communicative form of the school conflict. The article provides an overview of scientific research in the field of school conflicts and detects changes in their framework and in the readiness of the participants to discuss conflict situations in the out-of-school settings. The authors refer to Habermas' theory about communicative rationality and search of the mutual life-world by the participants of communication, as well as Bahtin's concept of a dialogue. The article presents a content analysis of network communication concerning school conflicts and notes on the interviews with teachers from Yekaterinburg and Sverdlovsk region. The performed analysis allows the authors to claim that discussions of school conflicts in the Network are as follows: often perfunctory, irrational and lack argumentation; excessively emotional and extend the level of conflict; are aimed at conflict resolution and emotional release, psychological support, as well as attracting like-minded people; practically lack moral reasoning; display parents' competences of consumers; promote relocation of conflicts to the field of law. The research finds out that the problem of school conflicts in the Network is multifaceted and demands further exploration.