This article questions the educational accompaniment of the family in the development of communicative skills of the students of the Resilient project of the Cibercolegio UCN, considering two characteristics: the health conditions of the students and the virtual education modality. Conceptually, it recognizes the family as the primary nucleus of socialization and education, where actions and interactions are possible for the development of communicative skills: speaking, listening, reading and writing; competences that constitute a fundamental factor for the integral formation of the students and for the educational task that the educational institutions share with the family. Thus, the educational accompaniment of the family in the framework of education and schooling is recognized as a fundamental process, as it allows supporting diverse options for human and social development in the life and formation of individuals. From the methodological point of view, both the students of the Resilient program and their parents and facilitators are assumed as informants for the research, understanding that the latter, as caregivers, are essential allies of the educational process. Now, to access the understandings of these informants about the problem, an interpretative perspective is chosen with the purpose of recognizing their human actions, interactions, meanings, daily experiences and social and historical context. Therefore, from the educational and anthropological point of view, this perspective ratifies that understanding is not only in what is reflected in the attitudes and behaviors of the subjects in the Virtual Learning Environments, but goes beyond that, it seeks to understand the relationships that occur through language. This understanding entails the description and analysis of the contexts of the educational practice of the project to recognize the conditions, interests and needs of the students, and also to interpret the communicative experiences related to the family educational accompaniment, through interpretative exercises.