Abstract

This article undertakes a systematic review of the current literature on the subject of family diversity in the school context. Its aims are to provide answers to questions such as the difficulties faced by non-traditional nuclear families in the educational context and how teachers, families, and students perceive family diversity. To do so, papers published in scientific journals between 2000 and 2021 have been analyzed. This study was based on a methodology similar to PRISMA method. Results indicated that there were difficulties for new family models and highlighted the need to accept changes in family structures. In addition, the results revealed that trainee teachers showed a greater acceptance of this type of diversity than practicing teachers, and children established the concept of family beyond genetic links.