Written evidence submitted by [a member of the public]


[Note: This evidence has been redacted by the Committee. Text in square brackets has been inserted where text has been redacted.]

Elective Home Education Observations

[name and role] and parent of a neurodiverse teen


What is EHE?


What works well?

Our case

[initial of name] went from a withdrawn, anxious child with the ‘weight of the world’ on her shoulders, to enjoying learning once more, with healthier relationships (bullying occurred in school due to her being ‘different’) with a recent report from her on-line [subject] tutor stating:

“[initial of name] is a wonderful student to teach. She is always engaged and funny and she makes every lesson a pleasure. I’m sure that she will achieve great things in [subject] and beyond.’ She was predicted a grade 8 for the GCSE, which she is planning to take in Summer ’21, a year early! She suffers fatigue due to dyspraxia and anxiety and therefore better for her to spread exams across a couple of years.


What does not work well



Change is clearly needed, but of a supportive nature with additional resources, and with the well-being of families prioritised, as this is essential to child development.

I understand that the Canadian system provides a grant to parents/carers who choose to home educate, and this would certainly seem worth exploring as a fair and reasonable way forward, especially considering many tax payers are self-funding home education due to failure of some parts of the current school system to meet the needs of neurodiversity and/or mental ill health, and in some cases, making the situation worse.

November 2020