The impact of peer microaggressions and the child–teacher relationship on the social skills of children with sexual minority parents has received little attention. The current study used a mixed-method, multi-informant, two-wave longitudinal design to address this research gap. Thirty-seven children of lesbian mothers through donor insemination and 33 children of gay fathers though surrogacy (wave 1: M_age = 8.3 years, SD = 1.6; 51.4% female; wave 2: M_age = 9.9 years, SD = 1.7), all school-aged and residing in Italy, participated together with their 140 parents and 55 teachers. Approximately two-thirds of the children reported at least one peer microaggression and, on average, microaggressions were of a low intensity. Child–teacher relationships were of high quality (i.e., characterized by high safe haven–seeking and secure base use, and low conflict). Both parents and teachers reported high levels of child social skills. However, more intense W1 microaggressions predicted lower W2 social skills among children reporting a lower W1 child–teacher relationship quality, and greater W2 social skills among those reporting a higher W1 child–teacher relationship quality. These results support the child–teacher relationship as a potentially secure context in which children can “mentalize” negative experiences such as microaggressions and improve their social skills. In this vein, considering microaggression, attachment, and developmental intergroup theories, teachers must attune to the school experiences of children with sexual minority parents and cultivate caring classroom environments that are sensitive to family diversity.

同伴微攻击和师生关系对性少数父母的孩子社交技能的影响很少受到关注。目前的研究采用混合方法、多信息、两波纵向设计来解决这一研究空白。女同性恋母亲通过捐赠授精生出 37 个孩子，男同性恋父亲通过代孕生出 33 个孩子（第 1 波： M_年龄= 8.3 岁， SD = 1.6；51.4% 女性；第 2 波： M_年龄= 9.9 岁， SD = 1.7），所有居住在意大利的学龄儿童及其 140 名家长和 55 名教师一起参加了此次活动。大约三分之二的儿童报告至少有一次同伴的微攻击行为，平均而言，微攻击行为的强度较低。儿童与教师的关系是高质量的（即，以高度寻求避难所和安全基础使用为特征，以及低冲突）。家长和老师都表示孩子的社交技能水平很高。然而，更强烈的 W1 微攻击预示着 W1 儿童与教师关系质量较低的儿童的 W2 社交技能较低，而报告 W1 儿童与教师关系质量较高的儿童的 W2 社交技能较高。这些结果支持儿童与教师的关系作为一种潜在的安全环境，在这种环境中，儿童可以将诸如微攻击之类的负面经历“心理化”并提高他们的社交技能。在这方面，考虑到微攻击、依恋和发展性群体间理论，教师必须适应性少数父母的孩子的学校经历，并培养对家庭多样性敏感的关爱课堂环境。