Expectations of trainee infant and primary teachers on child development in different family structures

The social prejudices of teachers regarding unconventional families can be another obstacle in the family-school relationship. For this reason, the expectations of 220 undergraduates taking teaching degrees on the adaptation of children growing up in different family modalities are explored. A quantitative survey with incidental sampling was carried out, presenting descriptive data and contrasts for non-parametric tests. Participants responded to 19 items using a 10-point Likert scale. The results show a less prejudiced view of diversity. However, the traditional nuclear family continues to receive expectations of better adaptation. It is followed by the heterosexual biparental adoptive family and the shared custody condition after a breakup. The worst expectations fall on blended families, especially in the presence of a stepmother and her children, or the case of single-parent families with sole custody. In general, the highest expectations of adaptation are associated with conditions of biparentality, heterosexuality, existence of biological links with the main caregiver (especially with the mother), and a low number of new members joining the family. Thus, although social prejudices seem to be moderated, it is necessary to provide more teacher training on the specific challenges of different family structures.