INTRODUCTION
The homeschooling movement has grown in popularity as evidenced by the involvement of an estimated 1.2 million students (Lyman, 1998) and cooperative programs offered by schools. Homeschoolers' contact with public schools has encompassed part-time enrollment, dual enrollment and participation in extracurricular activities such as sports (Angelis, 1998). Fager and Brewster (2000) documented homeschoolers' use of computer labs, on-line courses, chat rooms, e-mail and phone support from supervising teachers. There is, however, a sparsity of research dealing with the participation of homeschoolers in school counseling programs. This is an excellent opportunity for counseling professionals to reach a new population of students in need of counseling and guidance services. The extension of services to homeschoolers would involve community outreach, could better enhance community relations and build partnerships that are beneficial to homeschoolers.
This digest will describe reasons for homeschooling, characteristics of families who homeschool, the status of public and home school relations, and ways professional school counselors can make positive connections with homeschoolers.
As school districts have opened their doors to homeschooled children in the areas of curricular and extracurricular activities, legal concerns have been raised with regard to the requests for services (Lines, 2001). Controversy has centered on the eligibility requirements for participation in sports programs. School counselors should be aware of the ways in which connections between public schools and the homeschool community continue to evolve.
Given the sparsity of research dedicated to the involvement of homeschooled children in school counseling programs, the following recommendations are offered. First, school counseling sponsored services such as college nights, career fairs, college admissions counseling, financial aid and scholarship information, standardized testing, test preparation sessions, access to Advanced Placement classes and other enrichment activities should be made available to the homeschooling population. In addition to these services, many school counseling programs offer computerized career development programs that could assist homeschooled students in identifying career fields and potential college majors. Not surprisingly this latter point is of interest to homeschoolers as many will seek admission to college (Angelis, 1998).
Second, as a strategy to further involve the home school population within school counseling programs, efforts can be made to include a home schooling advocate on school counseling advisory councils. Carney (1994) reported that a critical component of comprehensive competency-based guidance models is the advisory council that assists in the evaluation and enhancement of the school counseling program. These councils usually consist of a broad range of individuals and include representation from ethnic minority groups, persons with disabilities, and persons of various ages. A homeschooling representative would help keep the public school counselors in touch with the needs of homeschoolers.
Third, many school counseling programs list the types of services that they provide on a school district or school website. This practice is beneficial to inform home school populations of the services offered. It also allows them to select the services that they desire. Publicizing school activities and programs in homeschooling resources would further encourage the involvement of homeschooled children.
Fourth, participation in school counseling programs could assist homeschoolers in obtaining letters of recommendation from school counselors. Since many of these students have to submit a detailed portfolio of experiences for college admissions in order to be recognized as a competitive applicant, the letters of recommendation from school counselors could prove to be useful (Ensign, 1997).
Fifth, counselors can provide homeschooling parents information on child development, student learning, curriculum planning, assessment and evaluation (Dahm, 1996). Other support services that would be beneficial are administering achievement tests and proctoring exams (Fager & Brewster, 2000).
A trend has been established for public schools to provide services to homeschoolers. As services are extended to this new and growing population, school counselors will be challenged to develop relationships and make positive connections with homeschoolers. These connections fit the mission of public education and also create relationships with students who may at some point become full-time clients on school counselors' caseloads.
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Carney, F. (1994). Counseling and Guidance Advisory Councils. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse. Retrieved December 19, 2002 from http://ericcass.uncg.edu/ccbg/carney.html
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Dr. Gloria Dansby-Giles is a professor of counselor education at Jackson State University in Jackson, Mississippi.
ERIC Digests are in the public domain and may be freely reproduced and disseminated. This publication was funded by the U.S. Department of Education, Office of Educational Research and Improvement, Contract No. ED-99-CO-0014. Opinions expressed in this report do not necessarily reflect the position of the U.S. Department of Education, OERI, or ERIC/CASS.
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