Same-sex parents’ experiences of schools in England

Abstract The experiences of same-sex parents in schools and other social institutions is an internationally under-researched area. This study uses interview data to examine the experiences of 17 same-sex parents in England in respect of school selection, disclosure of family set-up, parental engagement in school life, and perceptions of inclusivity. It gives an account of same-sex parents’ high engagement in their children’s educations as they seek to protect their family and children from potential negativity surrounding different family forms. A qualitative analysis using a constructionist grounded-theory approach produced a resulting model that presents that parents use protective strategies that contribute to their children’s positive experiences of school by (a) selecting inclusive schools, (b) being open about their families, (c) engaging in school life, (d) building relationships, (e) valuing diversity, and (e) building resilience in their children to deal with difference. The findings have implications for school policy development and training of school staff.