摘要：Abstract Although Spain is the third country in the world that has regulated marriage between people of the same sex, schools continue to overlook or even deny the reality of homoparental families. This work presents a case study conducted in a public Primary School of Huelva (Andalusia, Spain), whereby the factors that favour or hamper the school's intervention in family diversity are analysed from the viewpoint of faculty. The discoveries of this study provide greater knowledge of how educational organizations approach one of the most remarkable changes in our society in recent decades: transformation of the family. The results highlight the need to create an in-depth debate in the heart of the school community and focus on the teaching task as well as training, research and educational policies. This way, we can help foster social recognition of the changes taking place in our society and benefit from the inclusion of family diversity in schools.
