Many families elect to educate their children at home rather than enroll them in school. Whereas each family maintains its own reasons for deciding to homeschool, a factor for some families, including families of color, may be found in their response to institutions and systems that have historical roots in inequality, that have intentionally or unintentionally perpetuated inequitable outcomes for their children. This article considers the decision to homeschool in the context of families' efforts to regain agency and self-determination. Implications for school psychologists are discussed and recommendations for policy and practice are provided.
Impact and ImplicationsSchool psychologists, who most often serve public school students, may have little training in how to serve homeschooled students. This article encourages practitioners and policymakers to look through an alternative lens regarding the motivations of diverse families for teaching their children at home. Homeschooling is described from a strengths-based perspective to promote appreciation for, understanding of, and culturally attuned services for these families.
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