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Family Perspectives

Abstract

Homeschooling—education conducted outside traditional school settings and typically led by parents—has grown substantially in the United States, particularly following the COVID-19 pandemic. As participation has increased, greater attention has been directed toward understanding its implications for children’s development. This literature review examines associations between homeschooling, mental health, and academic outcomes. Existing research suggests that homeschooled children generally demonstrate positive socioemotional functioning, including lower levels of internalizing behaviors such as anxiety and depression and fewer externalizing behaviors such as aggression compared to traditionally schooled peers. These outcomes may be supported by increased parental involvement, stronger family relationships, reduced exposure to bullying, and lower engagement in maladaptive risk-taking behaviors during adolescence. Academically, homeschoolers often show strong performance on standardized assessments, higher grade point averages, and increased college graduation rates. Although causal conclusions are limited by confounding variables such as socioeconomic status and parental education, evidence indicates that structured homeschooling approaches are particularly associated with positive academic outcomes.

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