Homeschooling is a form of education that has existed throughout history and became practically the only option during the Covid-19 pandemic. Although classes have since returned to schools, many families continue to choose homeschooling to this day. In this model, the child does not attend school but is usually educated at home with the help of parents. Homeschooling families are roughly divided into two groups: so-called “conservatives,” who replicate the traditional school model at home, often with religious content, and “progressives,” who use homeschooling as a more flexible and child-centered approach to education. Homeschooling is tailored to the specific needs of the child and reflects the family’s individual lifestyle, beliefs, and values.
Slovenian legislation requires parents to notify the school their child is enrolled in about homeschooling before the beginning of the school year. The child is then assessed at the school, including participating in national assessments, and, upon successful completion of the academic year, receives an official report card. If the child fails to meet the requirements, they must return to regular schooling the following year. Specific school subjects, such as visual arts, often pose a challenge for homeschooling families due to the nature of the activities, which involve the integration of unique artistic materials and tools (art techniques), modes of artistic expression (artistic motifs), and art concepts (art language). The characteristics and limitations of individual homes significantly affect how families approach the specifics of the visual arts curriculum.
The research findings show that the two participating homeschooling families successfully integrated the teaching of visual arts into their home-based education. Due to differing instructions from art teachers and the specific contextual conditions of each home, the families approached the subject in different ways. Nevertheless, both homeschooled students achieved excellent results in their final assessments. In one case, the child was artistically gifted; in the other, the parents had an artistic background and were well organized for instruction. Both families expressed satisfaction with their decision to homeschool, noting more advantages than disadvantages—contrary to the views of school professionals involved in the research. All participants emphasized the flexibility of time organization and the parents’ ability to better understand and guide their children. School staff, on the other hand, viewed the disadvantages of homeschooling as a lack of socialization, limited life experience, absence of professional mentorship, and additional stress placed on families. The children themselves expressed satisfaction with homeschooling, stating they had not felt comfortable or accepted in the school environment. They also reported being content with how the visual arts subject was managed, having received additional support through art schools and workshops, which, alongside their own interest in art, contributed to their success in the subject.
The findings indicate that several factors influence the successful fulfillment of homeschooling obligations: the parents’ mindset, the values and attitudes of all participants toward homeschooling, and the family’s collaboration with both the school and external support networks. Success in visual arts education largely depends on effective communication between the homeschooling family and the school’s art teacher, as well as the family’s attitude toward the subject. It is crucial that homeschooling families recognize the importance of visual arts, actively engage in the child’s education, and/or seek mentors or support groups to help the child grasp and master the subject. Additionally, access to appropriate art materials and tools is essential, as is the integration of theoretical knowledge (art language) and artistic expression (motifs) with hands-on work (techniques).
The research suggests that greater public awareness of homeschooling could reduce confusion among school professionals and lead to more constructive, respectful cooperation between homeschooling families and public schools. Improved collaboration could yield positive outcomes for all involved—building trust in public schools among homeschooling families and allowing schools to adopt effective teaching methods discovered by homeschoolers. Furthermore, regular contact between school staff and homeschooling families could provide better insight into home environments, potentially aiding in the detection of hidden domestic abuse. In the context of visual arts, the findings also suggest that occasional use of school facilities by homeschooling students could be beneficial for carrying out specific aspects of the curriculum.
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