Homeschooling in Russia and abroad



The article presents a relatively new practice of home education for Russia. A survey of numerous studies shows that the transition to homeschooling is characteristic of families with a high value of family cohesion, for those who want to protect their children from the dubious influence of their peers, and for those who have a special idea of religious education. The most widespread home education ("homeschooling") has in the USA (up to 8% of schoolchildren), is allowed and is actively growing in many countries of Europe. The psychological aspect of the problem of home education is linked in the presented review mainly with the theme of family cohesion, although a number of researchers believe that homeschooling itself is only an additional and not the main factor of cohesion. According to the empirical study, Russian homeschoolers are faced with a large number of organizational problems in the transition to home education and with a lack of pedagogical competence of parents and a shortage of special methods of individual education, since only 16% have pedagogical education. The main psychological problems in choosing a homeschooling include a misunderstanding from the inner circle, and in the implementation - the difficulty in determining the parent role. If in traditional school education the parent is a welcoming and loving parent, then at home education the parent becomes demanding and controlling. Homeschooling provokes the creation of various kinds of associations and groups of mutual supports of parents, which indicates the ambiguity and difficulties in implementing this form of education for children.

General Information

Keywords: homeschooling, reasons for choice, child-parent relations

Journal rubric: Developmental Psychology


For citation: Polivanova K.N., Lyubitskaya K.A. Homeschooling in Russia and abroad [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2017. Vol. 6, no. 2, pp. 72–80. DOI: 10.17759/jmfp.2017060208. (In Russ., аbstr. in Engl.)


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Information About the Authors

Katerina N. Polivanova, Doctor of Psychology, Director of Contemporary Childhood Research Center, Institute of Education, National Research University Higher School of Economics, Professor at the Chair of Developmental Psychology by L.F. Obukhova, Department of Psychology of Education, Moscow State University of Psychology and Education, Moscow, Russia, ORCID:, e-mail:

Kristina A. Lyubitskaya, Trainee-researcher of the Center for Modern Childhood Studies, Institute of Education of the National Research University Higher School of Economics, Moscow, Russia, e-mail:



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