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.

中文翻译：

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同性父母在英国学校的经历

摘要同性父母在学校和其他社会机构中的经历是一个国际研究不足的领域。这项研究使用访谈数据来考察英格兰的17个同性父母在选择学校，披露家庭状况，父母参与学校生活以及包容性方面的经历。它说明了同性父母在保护孩子和家人免受围绕不同家庭形式的潜在负面影响方面对孩子教育的高度投入。使用建构主义扎根理论方法进行的定性分析产生了一个结果模型，该模型表明父母采用保护性策略，通过（a）选择包容性学校，（b）对家庭开放，（c）从事学校生活，（d）建立关系，（e）重视多样性，以及（e）增强孩子的适应能力以应对差异。研究结果对学校政策的制定和对学校工作人员的培训有影响。