There are various reasons why some families choose not to send their children to school*.
These include :
- the desire to respect children's rhythms and motivations
- the desire not to place the child in a dominant/dominated relationship
- the desire not to put the child in a situation of unhealthy competition
- the desire to maintain a high-quality family life
- the desire to play a full part in their child's education
- the need to deal with problems of unhappiness in the school environment
- the need to adapt the tuition to the profile or condition of
the child (autism, disability, illness, giftedness, etc.) - respect for the child's choice as a person with rights
- the choice to rely on human and moral values that encourage collaboration, mutual aid and social inclusion, in a form of governance that is more horizontal than that practised within the school system
- the need to adapt children's education to family travel, whether professional or personal
- the lack of alternative educational alternatives to the conventional school system.
(NB The term child is used in our texts in the legal sense of "minor".)
As confirmed by the results of various university research studies, this educational choice is the result of a humanist family approach, based on the spirit of fundamental rights and having absolutely nothing to do with individualism, separatism or radicalisation.
In practice, each family seeks and finds the path that suits them best: through formal or informal learning, or even a mixture of the two, in a flexible way and in fine by adapting to the specific needs of the learner.
It should be emphasised that the official term "home schooling" does not reflect reality, as it immediately situates this type of education in a limited, restricted domestic setting and gives the impression that it is confined to the family environment, without conveying the richness of its openness to the outside world.
Outside school, learning can take place in a variety of social contexts, with others, in real life and in the world.
Outside school, socialisation is not limited to a pseudo-compulsory gathering of young people by age group or social category, subject to vertical governance.
"Each family, each young individual is a special case! "
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