Exploring the Motivations and Educational Practices of Homeschooling Families in Chennai,India

Abstract

Homeschooling is an alternative educational approach where parents assume the responsibility of educating their children at home instead of enrolling them in formal schools. This study focuses on the lived experiences of parents of homeschoolers from Chennai District, Tamil Nadu, in India, offering a localised perspective of the homeschooling landscape. The article explores the perception of parents regarding the prevalence of homeschoolers, parental motivations and the teaching–learning processes using a qualitative case study approach. Snowball sampling was employed to identify participants and conduct in-depth interviews with 12 families. The study documented the nascent status of homeschooling in Chennai. It also highlighted the need for regulations and official records in non-intrusive ways. Parents prioritised dissatisfaction with the formal school system as a significant reason to homeschool over religious instruction and continuation due to COVID-19. The study reveals that homeschooling practices are characterised by flexibility, learner autonomy and personalised learning. Families adopt diverse curricula and pedagogy, ranging from unschooling to structured, board-aligned education. However, they also acknowledge the need to participate in formal board exams for higher education access. Also, it is perceived that homeschooling provides meaningful socialisation through broader community interactions, challenging the stereotype of isolation of homeschoolers. Challenges identified with regard to homeschooling include social stigma, parental self-doubt and overwhelming responsibilities. The study calls for improved school–home partnerships with broader community involvement to support inclusive learning environments.