Introduction: The present study represents a systematic review and two meta-analyses summarizing existing literature investigating same-gender parent (SGP) families’ experiences in the school context, considering teachers’ and SGPs’ perspectives. Methods: Relevant articles were systematically searched in three scientific databases (i.e., PsychInfo, Pubmed, and Scopus) from May 2023 to March 2024. We included original articles with relevant keywords associated with “children in SGP families” and “school contexts”. Results: Of the 3370 records identified, 143 articles were included in the systematic review, of which 11 were included in the two meta-analyses. We examined the publications according to teachers’ perspectives (51 articles), SGPs’ perspectives (81 articles), and teachers’ and parents’ differences (16 articles). The first meta-analysis findings suggested no differences between teachers’ and SGPs’ perspectives regarding SGPs’ children’s internalizing (d = 0.09; 16 studies) and externalizing (d = 0.07; 16 studies) behaviors. Lastly, the second meta-analysis found higher teacher evaluation than SGPs on children’s social skills (d = -0.16; 12 studies). Two father SGPs evaluated their children’s social skills less than teachers (d = -0.26; 4 studies). Conclusions: Teachers reported the need for adequate preparation in working with SGP families: Specialized training programs are essential to equip teachers with the knowledge, skills, and sensitivity needed to foster an inclusive and equitable learning environment. Policy Implications: The present systematic review and met-analyses could have relevant social and policy implications for improving SGPs’ and their children’s well-being in school.

Same‐gender parent families at school through parents’ and teachers’ perspectives: A systematic review and meta‐analyses / Baiocco, Roberto; Antoniucci, Chiara; Pistella, Jessica; Commone, Chiara; Ioverno, Salvatore; Lonigro, Antonia; Speranza, Anna Maria; Carone, Nicola; Lingiardi, Vittorio. - In: SEXUALITY RESEARCH AND SOCIAL POLICY. - ISSN 1868-9884. - (2025). [10.1007/s13178-024-01069-1]

Same‐gender parent families at school through parents’ and teachers’ perspectives: A systematic review and meta‐analyses

Roberto Baiocco
Primo
;
Chiara Antoniucci
Secondo
;
Jessica Pistella;Chiara Commone;Antonia Lonigro;Anna Maria Speranza;Vittorio Lingiardi
Ultimo
2025

Abstract

Introduction: The present study represents a systematic review and two meta-analyses summarizing existing literature investigating same-gender parent (SGP) families’ experiences in the school context, considering teachers’ and SGPs’ perspectives. Methods: Relevant articles were systematically searched in three scientific databases (i.e., PsychInfo, Pubmed, and Scopus) from May 2023 to March 2024. We included original articles with relevant keywords associated with “children in SGP families” and “school contexts”. Results: Of the 3370 records identified, 143 articles were included in the systematic review, of which 11 were included in the two meta-analyses. We examined the publications according to teachers’ perspectives (51 articles), SGPs’ perspectives (81 articles), and teachers’ and parents’ differences (16 articles). The first meta-analysis findings suggested no differences between teachers’ and SGPs’ perspectives regarding SGPs’ children’s internalizing (d = 0.09; 16 studies) and externalizing (d = 0.07; 16 studies) behaviors. Lastly, the second meta-analysis found higher teacher evaluation than SGPs on children’s social skills (d = -0.16; 12 studies). Two father SGPs evaluated their children’s social skills less than teachers (d = -0.26; 4 studies). Conclusions: Teachers reported the need for adequate preparation in working with SGP families: Specialized training programs are essential to equip teachers with the knowledge, skills, and sensitivity needed to foster an inclusive and equitable learning environment. Policy Implications: The present systematic review and met-analyses could have relevant social and policy implications for improving SGPs’ and their children’s well-being in school.
2025
teachers; school; same-gender parents; stigma; meta-analysis
01 Pubblicazione su rivista::01a Articolo in rivista
Same‐gender parent families at school through parents’ and teachers’ perspectives: A systematic review and meta‐analyses / Baiocco, Roberto; Antoniucci, Chiara; Pistella, Jessica; Commone, Chiara; Ioverno, Salvatore; Lonigro, Antonia; Speranza, Anna Maria; Carone, Nicola; Lingiardi, Vittorio. - In: SEXUALITY RESEARCH AND SOCIAL POLICY. - ISSN 1868-9884. - (2025). [10.1007/s13178-024-01069-1]
File allegati a questo prodotto
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1732774
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact