What the Rise in Homeschooling Tells Us About Students' Needs

Over the past year homeschooling has been appearing in the news more often. The number of children being educated at home has grown, not only among families who have always preferred alternative education but also among those who previously saw school as the natural choice.

Instead of asking why families are leaving, a more useful question for educators might be this:

What does the rise in homeschooling reveal about the needs of students who are not fully thriving in mainstream settings?

This is not about criticising schools or home education. It is about listening to the signals families and young people are sending and using those insights to strengthen our practice.

A mother guiding her son through an online lesson, surrounded by books and stationary on the table.

1. Wellbeing concerns are still one of the strongest drivers

For many families the decision to move to home education begins with wellbeing challenges. Anxiety, sensory overload, social pressures and difficulties with attendance often build slowly before they become visible.

When wellbeing becomes a daily struggle, learning takes a back seat. Families may feel that stepping out of the system is the most compassionate option for their child.

For schools this raises reflection points.

• Do we notice early signs of overwhelm?

• Are students offered low pressure entry points or quiet spaces or structured emotional support?

• Is communication around wellbeing clear and accessible for families?

Homeschooling trends may be showing us where our environments need gentler and more responsive systems.

2. Some students need more flexibility than schools traditionally offer

A common theme among families who choose home education is the ability to personalise learning. Often this is not about dramatic change but about small adjustments that make learning feel manageable.

Flexibility might look like:

• letting a child learn at a slower or faster pace

• choosing tasks that match their interests

• reducing transitions

• working at times of day when the child is most focused

The rise in home education prompts us to consider where flexibility might live inside schools:

• Can certain students follow personalised pathways or hybrid timetables?

• Could we build more choice into lessons?

• Are all expectations around pace and volume necessary for every learner?

A small amount of flexibility can change a child’s experience significantly.

3. Families are seeking environments where their child feels safe and understood

In many stories about home education the decision is not mainly academic. It is relational. Families often describe wanting their child to feel:

• seen

• understood

• unhurried

• emotionally safe

• free from constant comparison

This does not mean schools are failing. It means schools are busy, complex places where some needs can be missed unless supportive structures are in place.

Schools might reflect on:

• How easy is it for a quiet or overwhelmed student to express their needs?

• How quickly do we adapt when signs of strain appear?

• Do families feel welcome to discuss concerns without judgement?

Belonging is powerful. When it is present families usually stay connected to school. When it is fragile even small issues can become reasons to leave.

4. SEND and neurodiversity appear in many home education decisions

Many families who move to home education have children with additional needs or suspected needs. This does not mean they reject school. Often it means they feel school is struggling to meet their child where they are.

This highlights the importance of:

• early identification

• parent informed reviews

• trauma informed practice

• sensory aware environments

• clear reasonable adjustments

• supporting staff confidence in inclusive teaching

  
  

Schools cannot solve every challenge alone. They can however send a strong message:"You are not difficult. You are not a problem. We want to understand and we will work with you."

So what can teachers take from the rise in homeschooling?

Homeschooling is not the issue. It is a signal. It tells us something about the students who feel less comfortable in the current structure.

For many children school works well. For others small adjustments can be the difference between thriving and withdrawing.

Perhaps the real opportunity is this:

What would it look like if mainstream schools became places where fewer families felt they needed to leave in order to protect their child’s wellbeing or potential?

That is a question worth exploring from classrooms to leadership teams to whole school culture.

What do you think homeschooling trends are telling us about unmet needs in schools? Share your thoughts in the comments.