Same-sex, same difference? The experiences of same-sex families in schools

In a climate whereby societal attitudes and legislation focusing on equality are improving, parenting by same-sex families is becoming a common phenomenon.

The experiences of same-sex parents and their children in social institutions, such as schools, is an internationally under-researched area and to the best of the researcher's knowledge, previously empirically unstudied in the UK.

This study aimed to close the gap by exploring the experiences of same-sex parents and their children as they interact within the school context.

The systematic literature review evaluated the quality of existing studies on same-sex parents and their children in the school environment.

Seventeen studies formed this review covering a wide range of issues such as home-school parent practices, peer relationships, bullying, school selection considerations, disclosure and sexual stigma.

The majority of these studies, and all of those of a larger scale, were conducted in the U.S, in a different legislative and societal context to that of the UK.

It is clear there is a dearth of literature in the area of same-sex parents and their children in schools, particularly in the UK, and particularly for same-sex male couples and ethnic minority parents.

The present study sought the accounts of male and female same-sex couples of school age children.

Seventeen participants in ten same-sex families from across England were interviewed on the topics of school selection, disclosure, peer and parent relationships, and school engagement.

A qualitative analysis of interview data using a constructionist grounded theory approach was used.

A resulting model presents that parents contribute to their children's positive experiences of school by selecting good, inclusive schools, engaging in school life, being open about their families and building resilience in their children to deal with difference.