Home education is a phenomenon in which children of varying ages are educated at home rather than in a formal school environment. This phenomenon is becoming increasingly widespread throughout the western world. Research in this field is divided between studying pedagogic aspects and holistic aspects of home education. A group of 30 home educating mothers was asked, in semi-structured interviews, to describe the outcome of home education for their children. The findings show the mothers adhere to a social constructivist world view, as shown in the areas they emphasize in the context of the home education outcomes. This article describes the study, presents its findings according to attributes of the constructivist view on educating and learning, and explains the importance of the role these findings have in understanding the home education phenomenon.
Much attention has been focused recently on the deepening crisis in the education system. Researchers have attributed these problems to the school environment. One method for examining this claim is to compare specific emotional and behavior problems among children who attend schools and children who do not. This study examined three aspects of children’s emotional world – emotional and behavioral problems, depression, and attachment security – in a group of children attending school and a group homeschooled children, matched for socioeconomic background and research procedure. The findings indicated a lower level of depression among the homeschooled children; no difference was found between the groups in attachment security. With respect to emotional and behavioral problems, no difference was found in internalizing problems, but more externalizing problems were found among the school-going than the homeschooled children, in ages 9 to 10 and 11 to 12, but not in ages 6 to 8.