Abstract: Since the implementation of the Double Reduction Policy in 2021 (the policy of reducing the burden of homework and regulating off-campus tutoring), students’ academic workload has generally decreased, and off-campus subject-based tutoring has become more standardized. As a result, parental burdens have been alleviated to some extent and educational quality has been improved. However, there are five types of challenges, such as increased psychological stress among students, heavier workloads for teachers, insufficient innovation in schools’ Double Reduction approaches, rigid parental educational perceptions, and the rise of underground tutoring. The challenges are worth of our attention because they led to conflicts between five pairs of stakeholder roles. The stakeholder roles are family-school, school-society, family-society, intra-societal, and intra-school. Therefore, stakeholders can be categorized into school management, teachers, teachers, students, parents, the govenment, and off-campus tutoring institutions. Their roles and conflicts are analyzed from the perspectives of schools, families, and society, allowing us to explore the manifestations and contradictions of role conficts,reveal their underlying causes, and propose mitigation strategies. Our aim is to enhance stakeholders'satisfaction with the policy,balance the interests of all parties involved, and promote collaborative education among families, schools, and society, Ultimately, this will advance the development of compulsory education and consolidate the effectiveness of the Double Reduction Policy.