How Government Programs Ruined Childhood

An op-ed in Sunday’s New York Times entitled “We Have Ruined Childhood” offers disheartening data about childhood depression and anxiety, closely linked to school attendance, as well as the disturbing trend away from childhood free play and toward increasing schooling, standardization, and control.

“STEM, standardized testing and active-shooter drills have largely replaced recess, leisurely lunches, art and music,” says the writer Kim Brooks, who is the author of the book, Small Animals: Parenthood in the Age of Fear.

While many of Brooks’s insights are spot-on, the undertones of her article make clear that she is focused on the collective “it takes a village” narrative of childrearing. Indeed, her book praises “the forty-one industrialized nations that offer parents paid maternity leave—to say nothing of subsidized childcare, quality early childhood education, or a host of other family supports” (p. 50).

The assertion is that most parents are desperate and alone and they must rely on government programs to help raise their children. She writes in her article:

The work of raising children, once seen as socially necessary labor benefiting the common good, is an isolated endeavor for all but the most well-off parents. Parents are entirely on their own when it comes to their offspring’s well-being…No longer able to rely on communal structures for child care or allow children time alone, parents who need to work are forced to warehouse their youngsters for long stretches of time.

This narrative is backwards. It was the expansion of government programs, particularly in education, that weakened the family, led many parents to abdicate responsibility for their children’s upbringing, and caused them to increasingly rely on government institutions to do the job for them. These institutions, in turn, grew more powerful and more bloated, undermining the family and breeding contempt for parental authority. What may seem like a charitable endeavor to help families ends up crippling parents and emboldening the state. As President Ronald Reagan reminded us: “The nine most terrifying words in the English language are: I’m from the Government, and I’m here to help.”

Brooks knows better than many of us the terror associated with granting the state more power: Her book details her harrowing ordeal of being accused of child neglect and ordered to complete 100 hours of community service for leaving her child alone in a car for five minutes while she ran a quick errand. The village shouldn’t be in charge of raising children; parents should.

So how did we get here? While the seeds of mounting state power and institutionalization were sown in the 19th century and spread throughout the 20th, it was Democratic President Lyndon B. Johnson who dramatically accelerated these efforts in 1964-1965 with his “Great Society” legislation. One of the most consequential effects of Johnson’s Great Society proposal was getting Congress to pass the Elementary and Secondary Education Act of 1965 (ESEA) which gave unprecedented control of education to the federal government, mainly through the funding of a variety of government programs. In fact, expanding the government’s role in education was a stated goal of the Great Society plan. As Johnson himself stated: “And with your courage and with your compassion and your desire, we will build a Great Society. It is a society where no child will go unfed, and no youngster will go unschooled.” (Heaven forbid a child be unschooled!)

The result of Johnson’s plan was the establishment and enlargement of programs such as Head Start, which was initiated in 1965 to provide government preschool and nutrition programs to low-income children. Despite billions of dollars spent on the federal Head Start program over the last half-century (the annual Head Start budget is over $10 billion in 2019), the results have been disappointing. As researchers at the Brookings Institute noted, the most in-depth studies of Head Start show that any initial gains disappeared by the end of kindergarten. More troubling, by third grade the children in the Head Start program were found to be more aggressive and have more emotional problems than children of similar backgrounds who did not attend Head Start.

Not only are these outcomes concerning for the children involved, they also indicate how government programs can strain family relationships. Notably, it was the parents of the Head Start children who said their children were more aggressive than non-Head Start children of similar backgrounds, suggesting that parental bonds could be compromised at the same time that government early learning programs could foster maladaptive social behaviors. When parents, not government, are in charge of determining a child’s early learning environment they may rely on informal, self-chosen networks of family and friends, thus building social capital in their communities, or they may choose from among various private preschool options where they retain control over how their child learns. If parents are not satisfied, they can leave. When government increasingly controls early childhood programs, reliance on family members, friends, and other private options fades. Grandma is no longer needed, and she becomes less of an influence in a child’s life and learning and less of a support system for her daughter or son.

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Johnson’s Great Society plan had other consequences that served to weaken family roles and strengthen government. The Child Nutrition Act of 1966 greatly expanded the National School Lunch Program, allocating additional funding and adding school breakfasts. While no one wants a child to go hungry, relying on government programs to feed children can cause poor health outcomes, strip parents of their essential responsibilities, weaken informal family and community support systems, and lead parents to hand over even more control of childrearing to the government.

Perhaps the most far-reaching impact on education of Johnson’s Great Society was the lasting legacy of the Elementary and Secondary Education Act that paved the way for ongoing and amplified federal involvement in education. It was the ESEA that was reauthorized in 2001 as the No Child Left Behind Act (NCLB) that led to the standardization of schooling through Common Core curriculum frameworks, as well as regular testing. No Child Left Behind morphed into the Every Student Succeeds Act of 2015, again a reauthorization of Johnson’s ESEA, that tried to shift some curriculum standard-setting to states but retained regular testing requirements under federal law.

In her weekend op-ed, Brooks laments the increasing role of regimented schooling in children’s lives. She writes:

School days are longer and more regimented. Kindergarten, which used to be focused on play, is now an academic training ground for the first grade. Young children are assigned homework even though numerous studies have found it harmful.

She is absolutely correct, and the culprit is increasing government control over American education through the ongoing reauthorization and expansion of federal education programs. Longer, more regimented, more standardized, more test-driven schooling is a direct consequence of the government’s education policy.

The inevitable result of these expanded government powers is less control over education by parents. As parents lose this control, they cede more authority to government bureaucracies, which in turn grow more powerful and more bloated while parents get weaker and more vulnerable.

I agree that childhood is being ruined, as children play less, stress more, and find themselves in institutional learning environments for most of their childhood and adolescence. I also agree that the problem is getting worse. The solution, however, is to weaken government and strengthen families, not vice versa. Put families back in charge of a child’s education. Grant parents the respect and responsibility they rightfully deserve. Remember that the government’s role is to secure our natural rights of life, liberty, and the pursuit of happiness—not to determine what those pursuits are.

Childhood is being ruined and parents are the only ones who can save it.

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Questioning the Back-To-School Default

Back-to-school time is upon us. My Instagram feed is starting to fill with first-day photos as a new school year begins this week in some parts of the country. For those of us who homeschool, we often get asked, “So, why did you decide to homeschool?” We respond with various personal and educational reasons, including the top motivator for homeschoolers on national surveys: “concern about the school environment.” What always strikes me, though, is that parents who send their kids to school never get asked this question. When was the last time someone asked a parent, “So, why did you decide to send your child to school?”

Societal Expectations and Defaults

Schooling is the default. It’s the societally expected thing to do. It’s also mandated of parents under a legal threat of force, so they may not think much of it. The trouble is that schooling is beginning to take on a much larger role in a child’s life, disconnecting children from family at much earlier ages and for longer portions of a child’s day and year. Even compulsory schooling laws are expanding in many states, to begin at age five and extend to age 18.

I wrote an op-ed about this trend in Tuesday’s Wall Street Journal, arguing that there are benefits to delaying early schooling for most children and potential harms with sending children to school early, such as increased ADHD diagnosis rates. It can be worthwhile to question the default.

In his book Originals: How Non-Conformists Move the World, Wharton Business School professor Adam Grant writes that a hallmark of originals and change-makers is their tendency to question, and often reject, societal defaults. Grant writes:

Justifying the default system serves a soothing function. It’s an emotional painkiller: If the world is supposed to be this way, we don’t need to be dissatisfied with it. But acquiescence also robs us of the moral outrage to stand against injustice and the creative will to consider alternative ways that the world could work. The hallmark of originality is rejecting the default and exploring whether a better option exists. (p. 7)

Better options than compulsory mass schooling do exist, and many more would be created if more parents challenged the default. We should be outraged that schooling has seized so much of childhood and adolescence, particularly when the results of all this schooling are lackluster at best and concerning at worst. We should be outraged that government schools increasingly look like prisons and that students are being schooled for jobs that no longer exist. We should question whether a system in which only one-quarter of high school seniors are proficient in math, and only a bit over one-third of them are proficient readers, should be given greater influence and authority over young people’s lives. We should really wonder if it makes sense to place our children in this swelling system, whether they are toddlers or teens. Surely, we should “consider alternative ways that the world could work.”

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Alternative Options

What are these alternative ways? Jessica Koehler has a great article this month at Psychology Today where she lists some of these alternatives and also explains her own journey of shifting from schooling to homeschooling for her children. In addition to homeschooling/unschooling, parents can delay preschool and kindergarten, explore various co-ops and learning centers, take advantage of one of the many micro-schools that are sprouting nationwide, and explore alternative programs for teens, like community college enrollment, travel, or apprenticeships. Or they can build their own alternative to school with other like-minded parents. Other options are virtual learning programs, including public ones, and nearby public charter schools or private schools that can sometimes offer flexible learning and attendance options.

Questioning the schooling default, and acting upon that doubt, can be difficult. It is much easier to put a child on a school bus and be just like everyone else. It is easier to go along. But it may not be better—for you, your child, or the world you could help to create. As Adam Grant says, it’s the non-conformists who move the world. These originals are the ones who question the status quo, refuse to tolerate discontent, and imagine new possibilities. Grant writes:

Ultimately, the people who choose to champion originality are the ones who propel us forward….They feel the same fear, the same doubt, as the rest of us. What sets them apart is that they take action anyway. (p. 28)

We all care deeply about educating children to be literate, competent, inventive, compassionate, and thoughtful. It’s time we question if compulsory mass schooling really has the ability to facilitate these outcomes, for our children and others, or whether alternatives to school might do the job better. It’s time to challenge defaults.

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Finding Groundedness in the Age of Anxiety

We live in uncertain times.

Actually, things have always felt uncertain to the people who live in those times, but these days it might feel even more heightened, with the hyperconnectivity of the internet, social media and constant messaging, comparing ourselves to everyone else, and a very tense, divisive political situation (not just in the U.S., but in many countries).

It’s enough to drive anxiety through the roof for many people. I coach hundreds of people through my Sea Change Program and Fearless Training Program, as well as 1-on-1 … and anxiety seems to be a huge problem for many people I work with. I’ve seen it in my extended family and friend circle as well — anxiety seems to be on the rise, or at least it can feel that way to many.

So what  can we do to deal with this anxiety?

There isn’t one simple solution, but there are some habits we can form to help us cope — even thrive — in the middle of chaos and uncertainty.

The Causes of Anxiety

In short, our anxiety is caused by uncertainty. It’s a feeling of alarm, of stress, of fear or even slight panic, when things feel unsettled, constantly shifting, out of control.

We feel this kind of groundlessness, this out-of-controlledness, all the time at some level. But there are times when this feeling is heightened:

  • We lose our job or feel like our job is unstable
  • We get into deep debt or feel like our finances are out of control
  • Someone we love has a crisis (like health crisis)
  • We get sick
  • There’s a death in the family
  • Someone we can’t stand gets elected to the leadership of our country (this has happened in multiple countries, I’m not talking about anyone in particular)
  • You move to a new home in a new city

You get the idea — they’re all times of heightened uncertainty, and so the feeling of anxiety starts to increase.

The thing is, if you go through just one of these things, it’ll increase stress and maybe anxiety … but then if things calm down, you have a chance to recover. But if you’re constantly going through these kinds of things, it doesn’t give you a chance to recover. You’re constantly in a fragile state, and everything becomes more stressful.

The key is not to eliminate uncertainty and stress in your life … but instead to increase your resilience by allowing yourself to feel grounded even in the middle of a stressful, uncertain event. Then things become not such a big deal. They might stress you out a bit, but they won’t be the end of the world.

Six Habits that Lead to Groundedness

The basic habits that lead to this kind of resiliency, and a feeling of groundedness, are things you can practice every single day:

  1. Let ourselves feel it. When we’re feeling uncertainty, instead of rushing to solve it … or to distracting ourselves or comforting ourselves with food or shopping … we can let ourselves feel the uncertainty. I’m not talking about engaging in a narrative about what the uncertainty is like and why it’s so bad — but instead feeling it physically in your body. Where is the feeling located in your body? Can you give it some attention and curiosity? Can you stay with it for a few moments? This habit of letting ourselves feel the uncertainty and stress is transformative — every bit of anxiety becomes a place to practice, an opportunity to be present with ourselves. It becomes a chance to create a new relationship with our experience.
  2. Learn that it’s OK to feel groundlessness. You are feeling anxiety because of the uncertainty of your situation. But that’s because uncertainty becomes a reason to freak out. What if, instead, we learned that this groundless, uncertain feeling is actually just fine? It might not be completely pleasant, but it’s nothing to panic about. In fact, it can be an opportunity to find joy and appreciation in the groundlessness — what is there to appreciate in this feeling of complete openness? Start to shift how you see and react to this groundlessness, embracing it rather than panicking about it.
  3. Give ourselves love. In the middle of stress and uncertainty, instead of engaging in our old habits of shutting down or avoiding, of worrying and fretting … can we try a new habit of giving ourselves love? This is a way of being compassionate and friendly with ourselves, no matter what we’re doing. It’s like giving love to a child who is in pain — the compassion and love pour out of our hearts. Can we practice this for ourselves?
  4. Simplify by being fully present with one thing. We have so much going on that it can all be overwhelming. Can you simplify by focusing on just one thing right now? Trust that you’ll take care of the other things when it’s needed. Instead, be fully present with this single task. It can be something important, like working on that writing that you’ve been putting off for days. Or it can be something small, like washing this one dish, or drinking this one cup of tea. Be fully with it, and savor the experience fully. This leads to a feeling of groundedness, and helps us to not feel as frazzled.
  5. Find the joy in being fully present and savoring. The item above, of simplifying by doing one thing, can feel like quite a shift for many of us. It might feel like sacrifice, not constantly switching tasks and being on social media and checking phones. But it can be a way of opening up to the moment, treating yourself with a little focus, joyfully savoring whatever you’ve chosen to do with this moment of your life.
  6. Learn to love being resilient. Resilience is a matter of saying “No Big Deal” to any kind of uncertainty that arises, of savoring and being present, of giving ourselves love and being present with whatever uncertainty is coming up for us. Resilience is not blowing everything up to End of the World level, just because it’s not under control. Resilience is feeling grounded in the middle of chaos (even if there’s stress present), and finding a joy in being in that uncertainty. Resilience is taking a breath and then savoring that breath. It can be a wonderful thing, if you learn to love it.

Try these habits today, whenever you notice stress, anxiety, uncertainty. They take practice, but with time, they lead to a feeling of being centered and grounded.

If you’d like to practice with me, try my new Fearless Training Program — we’ll train together.

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How to Deschool Yourself for Success and Satisfaction

Most of us spent at least 15,000 hours of our childhood and adolescence being schooled before we turned 18. Now in adulthood, we may need to unlearn some of what we were taught and embrace self-education for career success and personal fulfillment.

Much of what we learned in school was dictated by others, disconnected from our own passions and proclivities. We were taught what to learn, and we learned to be taught. With self-education, we take back control of our own learning, exploring topics and skills that matter to us, free from coercion. In many ways, pursuing self-education is the difference between learning in a library and in a school. A library offers abundant resources to support our learning, including tangible and digital tools, optional classes, and helpful facilitators, but it is free from compulsion. Unlike K-12 schooling, we are not required to learn there under a legal threat of force. As Ta-Nehisi Coates writes in Between the World and Me, winner of the 2015 National Book Award:

I was made for the library, not the classroom. The classroom was a jail of other people’s interests. The library was open, unending, free. (p. 48)

Granted the freedom to learn, our true talents and ambitions can begin to emerge. But first, we need to deschool ourselves and shed some of the common myths we may have internalized about learning that could get in the way of our self-education and related success:

Myth #1: Color Inside the Lines

One of the first things most of us learned as a tot when we stepped into a classroom is to color inside the lines. Follow instructions, be neat, do what everyone else does. Now as we embrace self-education and discover our full human potential, we need to do the opposite. If everyone is coloring in the lines, we should be coloring outside of them. We should be looking at opportunities for creativity, not conformity. What do we see that no one else does? Where is the market possibility there? Coloring outside the lines may be messy, but it can lead to original ideas and novel inventions that make our lives and those around us better off.

Myth #2: Ask for Permission

In school, we quickly learn to ask for permission. Obedience is heartily rewarded, and non-compliance is swiftly punished. If we want to succeed at playing the game of school, we learn to be led. Now, as a self-directed learner with personal and professional goals, we need to be bold! If we wait around for permission to pursue those goals, we won’t get anywhere. Be intrepid.

Myth #3: Be Quiet and Stay Still

This schooled expectation is getting even worse than it was when many of us were kids. We were all taught to be quiet and stay still (especially when forming those straight lines in the hallway), but today young children are increasingly being diagnosed with and medicated for ADHD when they don’t keep still and remain attentive. Aside from the tragedy of medicalizing what, in many cases, is just normal childhood behavior, we become conditioned to stay passive.

But to achieve our audacious goals in adulthood, what we need more than anything is exuberance. We need to be constantly moving, constantly questioning, constantly exploring new pathways. Energy and agility are critical characteristics for achieving success in a fast-moving, always-changing world.

Myth #4: Don’t Read Ahead

Remember this one? We were often given reading assignments of certain pages or paragraphs with the warning to not read ahead. Now, of course, we need to be curious instead of compliant and seize all opportunities to read ahead! Digging deeply into topics that matter to us or reading a wide variety of different materials to broaden our worldview can help us to uncover our enthusiasms and crystallize our goals.

Myth #5. Winners Never Quit

One of the more pervasive myths we hang onto from childhood is the belief that we shouldn’t quit. Yet, some of the most successful people are those who stopped wasting their time and energy in jobs or activities that were not meaningful to them. As Rich Karlgaard, the longtime publisher of Forbes, writes in his new book Late Bloomers:

“How can the curious and creative, the searchers and explorers, jump off the dominant culture’s conveyor belt and begin shaping our own fates?” We do it by quitting. Quit the path we’re on. Quit the lousy job. Quit the class we hate. Quit the friends and associates who hurt us more than help. Quit the life we regret. (p. 148)

Myth #6. Failure Is Unacceptable

Failure can be as valuable as quitting. Contrary to what we were schooled to believe, failure is an important part of risk-taking and experimentation. If we spend our adulthood seeking only gold stars and Good Job! stickers, we may find only hollow rewards.

The first step in taking charge of your learning and livelihood is to shed these schooled myths and become adept at self-education. Trade conformity for creativity, obedience for curiosity, and compliance for exuberance. Don’t be afraid to quit or to fail. Setting your own path requires a great deal of coloring outside the lines. Don’t wait for the teacher or the buzzer to tell you when it’s time to go.

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The Entrepreneur Who Became a Billionaire After Being Rejected by Facebook

Jan Koum had a rough upbringing. At 16, he immigrated from Europe to the United States with his mother and grandmother, who were fleeing political unrest and religious persecution. Jan’s mother got a job as a babysitter in California while Jan went to school and worked at a grocery store cleaning floors.

His father planned to join Jan and his mother once they were settled, but he got sick and died five years later, unable to be reunited with his family. Jan’s mother was diagnosed with cancer, to which she would succumb just three years after Jan’s father passed away.

Jan Overcame Adversity

Perhaps not surprisingly given the adversity in his life, Jan acted out in school and got into trouble. He disliked school and what he found to be the shallow relationships of high school students. He barely graduated, but during his teen years in the US, Jan began to teach himself. He became interested in computers and networks and bought books and manuals on these topics at a nearby used bookstore, returning them when finished to get his money back.

He taught himself network engineering and eventually enrolled at San Jose University to study computer science and mathematics while getting involved in online network groups and hacker communities. Like high school, college also wasn’t appealing to Jan. “I hated school,” he told Forbes.

During college, Jan took a part-time job with the large accounting firm Ernst & Young, helping with computer security audits. One of E&Y’s clients with which Jan worked was Yahoo! and he was offered a job with the tech company while still studying at San Jose University. He quit college soon after to work full-time at Yahoo!.

Jan got bored with Yahoo!. At 31, he quit and took some time off to travel the world with a friend who also left Yahoo!. The duo applied for work at Facebook, but both were turned down. Two years later Jan bought an iPhone. He saw the potential of the App Store world and began working on code to create a new application that would streamline communication and conversation. Frustrated by his inability to get it working, Jan Koun almost gave up.

American Success Story

He stuck with his invention a bit longer and in 2009, at age 33, Jan Koum founded the text messaging platform WhatsApp with his former Yahoo! colleague Brian Acton. In 2014, it had 400 million users worldwide, and the pair sold the company to Facebook for $19 billion.

They might not have gotten that job offer at Facebook, but the offer they eventually got was something far better. By 2017, WhatsApp had 1.3 billion monthly users and billionaire Koum, who spent his childhood in communist Ukraine, became an American success story, showing the transformative power of freedom, entrepreneurship, and self-education.

Koum told WIRED Magazine:

I grew up in a society where everything you did was eavesdropped on, recorded, snitched on…Nobody should have the right to eavesdrop, or you become a totalitarian state – the kind of state I escaped as a kid to come to this country where you have democracy and freedom of speech. Our goal is to protect it.

Koum’s teenage self-education took place in the 1990s, before knowledge and information were so widely available and easily accessible, often at our fingertips. Today, a kid like Koum wouldn’t have a used bookstore as his only resource. He would be able to learn network engineering or any topic that interested him through free, online information portals and connect easily with people from around the world, finding mentors and like-minded peers—thanks in large part to inventions like WhatsApp.

Technology increasingly facilitates self-education, leading to new opportunities to pursue passions and uncover talents. Unlike formal education, that to many people like Koum can be stifling, self-education can be liberating. With self-education, you can become the agent of your own life and livelihood, setting your own path. As the author and entrepreneur Jim Rohn wrote: “Formal education will make you a living; self-education will make you a fortune.”

For Koum, that fortune was big, but the rest of us gained too. Freedom and entrepreneurship lead to the innovations that improve our lives and give our own dreams a boost, and self-education is the pathway to get there.

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100 Reasons to Homeschool Your Kids

This is my 100th article for FEE.org, so here are 100 reasons to homeschool your kids!

  1. Homeschoolers perform well academically.
  2. Your kids may be happier.
  3. Issues like ADHD might disappear or become less problematic.
  4. It doesn’t matter if they fidget.
  5. YOU may be happier! All that time spent on your kids’ homework can now be used more productively for family learning and living.
  6. You can still work and homeschool.
  7. And even grow a successful business while homeschooling your kids.
  8. Your kids can also build successful businesses, as many grown unschoolers become entrepreneurs.
  9. You can be a single parent and homeschool your kids.
  10. Your kids can be little for longer. Early school enrollment has been linked by Harvard researchers with troubling rates of ADHD diagnosis. A year can make a big difference in early childhood development.
  11. Some of us are just late bloomers. We don’t all need to be on “America’s early-blooming conveyor belt.”
  12. Then again, homeschooling can help those kids who might be early bloomers and graduate from college at 16.
  13. Whether early, late, or somewhere in the middle, homeschooling allows all children to move at their own pace.
  14. You can choose from a panoply of curriculum options based on your children’s needs and your family’s educational philosophy.
  15. Or you can focus on unschooling, a self-directed education approach tied to a child’s interests.
  16. Homeschooling gives your kids plenty of time to play! In a culture where childhood free play is disappearing, preserving play is crucial to a child’s health and well-being.
  17. They can have more recess and less homework.
  18. You can take advantage of weekly homeschool park days, field trips, classes, and other gatherings offered through a homeschooling group near you.
  19. Homeschooling co-ops are growing, so you can find support and resources.
  20. Homeschooling learning centers are sprouting worldwide, prioritizing self-directed education and allowing more flexibility to more families who want to homeschool.
  21. Parks, beaches, libraries, and museums are often less crowded during school hours, and many offer programming specifically for homeschoolers.
  22. You’re not alone. Nearly two million US children are homeschooled, and the homeschooling population is increasingly reflective of America’s diversity. In fact, the number of black homeschoolers doubled between 2007 and 2011.
  23. One-quarter of today’s homeschoolers are Hispanic-Americans who want to preserve bilingualism and family culture.
  24. Some families of color are choosing homeschooling to escape what they see as poor academic outcomes in schools, a curriculum that ignores their cultural heritage, institutional racism, and disciplinary approaches that disproportionately target children of color.
  25. More military families are choosing homeschooling to provide stability and consistency through frequent relocations and deployments.
  26. While the majority of homeschoolers are Christians, many Muslim families are choosing to homeschool, as are atheists.
  27. Homeschooling has wide bipartisan appeal.
  28. More urban parents are choosing to homeschool, prioritizing family and individualized learning.
  29. Religious freedom may be important to many homeschooling families, but it is not the primary reason they choose to homeschool. “Concern about the school environment, such as safety, drugs, or negative peer pressure” is the top motivator according to federal data.
  30. Fear of school shootings and widespread bullying are other concerns that are prompting more families to consider the homeschooling option.
  31. Some parents choose homeschooling because they are frustrated by Common Core curriculum frameworks and frequent testing in public schools.
  32. Adolescent anxiety, depression, and suicide decline during the summer, but Vanderbilt University researchers found that suicidal tendencies spike at back-to-school time. (This is a pattern opposite to that of adults, who experience more suicidal thoughts and acts in the summertime.) Homeschooling your kids may reduce these school-induced mental health issues.
  33. It will also prevent schools from surreptitiously collecting and tracking data on your child’s mental health.
  34. Your kids’ summertime can be fully self-directed, as can the rest of their year.
  35. That’s because kids thrive under self-directed education.
  36. Some kids are asking to be homeschooled.
  37. And they may even thank you for it.
  38. Today’s teens aren’t working in part-time or summer jobs like they used to. Homeschooling can offer time for valuable teen work experience.
  39. It can also provide the opportunity to cultivate teen entrepreneurial skills.
  40. Your kids don’t have to wait for adulthood to pursue their passions.
  41. By forming authentic connections with community members, homeschoolers can take advantage of teen apprenticeship programs.
  42. Some apprenticeship programs have a great track record on helping homeschoolers build important career skills and get great jobs.
  43. Self-directed learning centers for teen homeschoolers can provide a launchpad for community college classes and jobs while offering peer connection and adult mentoring.
  44. With homeschooling, you can inspire your kids to love reading.
  45. Maybe that’s because they will actually read books, something one-quarter of Americans reported not doing in 2014.
  46. Your kids might even choose to voluntarily read financial statements or do worksheets.
  47. You can preserve their natural childhood creativity.
  48. Schools kill creativity, as Sir Ken Robinson proclaims in his TED Talk, the most-watched one ever.
  49. Homeschooling might even help your kids use their creativity in remarkable ways, as other well-known homeschoolers have done.
  50. With homeschooling, learning happens all the time, all year round. There are no arbitrary starts and stops.
  51. You can take vacations at any time of the year without needing permission from the principal.
  52. Or you can go world-schooling, spending extended periods of time traveling the world together as a family or letting your teens travel the world without you.
  53. Your kids can have healthier lunches than they would at school.
  54. And you can actually enjoy lunch with them rather than being banned from the school cafeteria.
  55. Your kids don’t have to walk through metal detectors, past armed police officers, and into locked classrooms in order to learn.
  56. You can avoid bathroom wars and let your kids go to the bathroom wherever and whenever they want—without raising their hand to ask for permission.
  57. Research shows that teen homeschoolers get more sleep than their schooled peers.
  58. Technological innovations make self-education through homeschooling not only possible but also preferable.
  59. Free, online learning programs like Khan Academy, Duolingo, Scratch, Prodigy Math, and MIT OpenCourseWare complement learning in an array of topics, while others, like Lynda.com and Mango, may be available for free through your local public library.
  60. Schooling was for the Industrial Age, but unschooling is for the future.
  61. With robots doing more of our work, we need to rely more on our distinctly human qualities, like curiosity and ingenuity, to thrive in the Innovation Era.
  62. Homeschooling could be the “smartest way to teach kids in the 21st century,” according to Business Insider.
  63. Teen homeschoolers can enroll in an online high school program to earn a high school diploma if they choose.
  64. But young people don’t need a high school diploma in order to go to college.
  65. Many teen homeschoolers take community college classes and transfer into four-year universities with significant credits and cost-savings. Research suggests that community college transfers also do better than their non-transfer peers.
  66. Homeschooling may be the new path to Harvard.
  67. Many colleges openly recruit and welcome homeschoolers because they tend to be “innovative thinkers.”
  68. But college doesn’t need to be the only pathway to a meaningful adult life and livelihood. Many lucrative jobs don’t require a college degree, and companies like Google and Apple have dropped their degree requirements.
  69. In fact, more homeschooling families from the tech community in Silicon Valley and elsewhere are choosing to homeschool their kids.
  70. Hybrid homeschooling models are popping up everywhere, allowing more families access to this educational option.
  71. Some of these hybrid homeschool programs are public charter schools that are free to attend and actually give families access to funds for homeschooling.
  72. Other education choice mechanisms, like Education Savings Accounts (ESAs) and tax-credit scholarship programs, are expanding to include homeschoolers, offering financial assistance to those families who need and want it.
  73. Some states allow homeschoolers to fully participate in their local school sports teams and extracurricular activities.
  74. Homeschooling may be particularly helpful for children with disabilities, like dyslexia, as the personalized learning model allows for more flexibility and customization.
  75. Homeschooling is growing in popularity worldwide, especially in India, Australia, the United Kingdom, Israel, and even in China, where it’s illegal.
  76. Homeschooling grants children remarkable freedom and autonomy, particularly self-directed approaches like unschooling, but it’s definitely not the Lord of the Flies.
  77. Homeschooling allows for much more authentic, purposeful learning tied to interests and everyday interactions in the community rather than contrived assignments at school.
  78. Throughout the American colonial and revolutionary eras, homeschooling was the norm, educating leaders like George Washington and Abigail Adams.
  79. In fact, many famous people were homeschooled.
  80. And many famous people homeschool their own kids.
  81. Your homeschooled kids will probably be able to name at least one right protected by the First Amendment of the US Constitution, something 37 percent of adults who participated in a recent University of Pennsylvania survey couldn’t do.
  82. Homeschooling can be preferable to school because it’s a totally different learning environment. As homeschooling pioneer John Holt wrote in Teach Your Own: “What is most important and valuable about the home as a base for children’s growth in the world is not that it is a better school than the schools but that it isn’t a school at all.”
  83. Immersed in their larger community and engaged in genuine, multi-generational activities, homeschoolers tend to be better socialized than their schooled peers. Newer studies suggest the same.
  84. Homeschoolers interact daily with an assortment of people in their community in pursuit of common interests, not in an age-segregated classroom with a handful of teachers.
  85. Research suggests that homeschoolers are more politically tolerant than others.
  86. They can dig deeper into emerging passions, becoming highly proficient.
  87. They also have the freedom to quit.
  88. They can spend abundant time outside and in nature.
  89. Homeschooling can create strong sibling relationships and tight family bonds.
  90. Homeschooling is legal in all 50 US states and has been since 1993, but regulations vary widely by state.
  91. In spite of ongoing efforts to regulate homeschoolers, US homeschooling is becoming less regulated.
  92. That’s because homeschooling parents are powerful defenders of education freedom.
  93. Parents can focus family learning around their own values, not someone else’s.
  94. Homeschooling is one way to get around regressive compulsory schooling laws and put parents back in charge of their child’s education.
  95. It can free children from coercive, test-driven schooling.
  96. It is one education option among many to consider as more parents opt-out of mass schooling.
  97. Homeschooling is the ultimate school choice.
  98. It is inspiring education entrepreneurship to disrupt the schooling status quo.
  99. And it’s encouraging frustrated educators to leave the classroom and launch their own alternatives to school.
  100. Homeschooling is all about having the liberty to learn.

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