Here are just some reasons why people make the choice to home educate:
Lifestyle choice - some people choose to home educate so that they can travel and spend quality time with their kids etc.
Academic individuality - some children learn differently to the general crowd and can get bored or can struggle at school, where the teachers are unable to cater for the individuality of each child.
Bullying - some children get bullied at school and home education is a way of getting the child out of harm's way, yet still providing a good education.
Peer pressure - some parents choose to remove their kids away from peer pressure that can often be very harmful to children.
Religious views/beliefs - some parents choose to educate their children based on their religious view or beliefs.
Isolation - some people live in remote areas and home education is their only viable option to educate their kids.
Responsiblity - some people want to take full responsibility for the raising of their children.
Dissatisfaction with the school system.
Enriching of family life.
Better broad spectrum social skills and able to mix in a world of all age groups.
More rapid progression in all areas.
You get to spend more time together as a family
You'll spend more time with your children when they are rested and have less problems caused by them being tired and cranky from school.
You'll avoid the school 'homework' issues.
Children learn subjects not usually taught in school.
Children to have time for more in-depth study than what is allowed in school.
Children to learn at their own pace, not too slow or too fast.
Children work at a level that is appropriate to their own developmental stage. Skills and concepts can be introduced at the right time for that child.
Home education provides long, uninterrupted blocks of time for writing, reading, playing, thinking, or working so that the child is able to engage in sophisticated, complex activities and thought processes.
Home education encourages concentration and focus - which are discouraged in crowded classrooms with too many distractions.
Children develop the ability to pace themselves - this is prevented in a classroom where the schedule is designed to keep every child busy all the time.
Children can spend a lot of time out-of-doors. Spending more time out-of-doors results in feeling more in touch with the changing of the seasons and with the small and often overlooked miracles of nature.
Children learn to help more with household chores, developing a sense of personal responsibility.
Children learn life skills, such as cooking, in a natural way, by spending time with adults who are engaged in those activities.
More time spent on household responsibilities strengthens family bonds because people become more committed to things they have invested in.
Time is available for more nonacademic pursuits such as art or music, normally leading to a richer, happier life.
Children are not like passive recipients of subject matter selected by their teachers. They learn to design their own education and take responsibility for it.
Children realise that learning can take place in a large variety of ways.
Children will learn to seek out assistance from many alternative sources, rather than relying on a classroom teacher to provide all the answers.
A more relaxed, less hectic lifestyle is possible when families do not feel the necessity to supplement school during after-school and week-end hours.
Learning can be more efficient since methods can be used that suit a child's particular learning style.
Children will avoid being forced to work in "cooperative learning groups" which often include children who have very uncooperative attitudes.
Children can learn to work for internal satisfaction rather than for external rewards.
Children learn to be their own judge of the quality of their own work.
Children are more willing to take risks and be creative since they do not have to worry about being embarrassed in front of peers.
Children are more confident since they are not subject to constant fear of criticism from teachers.
Peer pressure is reduced. There is less pressure to grow up as quickly in terms of clothing styles, music, language, interest in the opposite sex.
Social interactions are by choice and based on common interests.
Friends are more varied, not just with the child's chronological age peer group who happen to go to the same school.
Field trips can be taken on a much more frequent basis.
Field trips can be much more enjoyable and more productive when not done with a large school group which usually involves moving too quickly and dealing with too many distractions.
Field trips can be directly tied into the child's own curriculum.
Volunteer service activities can be included in the family's regular schedule. Community service can be of tremendous importance in a child's development and can be a great learning experience.
Scheduling can be flexible, allowing travel during less expensive and less crowded off-peak times. This can allow for more travel than otherwise, which is a wonderful learning experience.
Children are less likely to compare their own knowledge or intelligence with other children and will be less likely to become either conceited or feel inferior.
Religious and special family days can be planned and celebrated.
More time is spent with people (friends and family) who really love and care about the children. Children bond more with siblings and parents since they spend more time together playing, working, and helping each other.
Feedback on children's work is immediate and appropriate. They don't have to wait for a teacher to grade and return their work later to find out if they understood it.
Feedback can be much more useful than just marking answers incorrect or giving grades.
Testing is optional. Time doesn't have to be spent on testing or preparing for testing unless the parent and/or child desires it.
Observation and discussion are ongoing at home and additional assessment methods are often redundant. Testing, if used, is best used to indicate areas for further work.
Grading is usually unnecessary and learning is seen as motivating in and of itself. Understanding and knowledge are the rewards for studying, rather than grades (or stickers, or teacher's approval, etc.).
Children can be consistently guided in a family's values and can learn them by seeing and participating in parents' daily lives.
Children learn to devote their energy and time to activities that THEY think are worthwhile.
Children are better able to learn about their ethnicities in a manner that does not demean. Children are better able to understand multiculturalism in its true sense and not from the pseudo-multicultural materials presented in schools which tend to depict others from a dominant culture perspective.
Children do not have to wait until they are grown to begin to seriously explore their passions; they can start living now.
Children's education can be more complete than what schools offer.
Children who are "different" in any way can avoid being subjected to the constant and merciless teasing, taunting, and bullying which so often occurs in school.
Children with special needs will be encouraged to reach their full potential and not be limited by the use of "cookie cutter" educational methods used in schools.
Low standards or expectations of school personnel will not influence or limit children's ability to learn and excel.
Children are safer from gangs, drugs, and guns.
Parents decide what is important for the children to learn, rather than a government bureaucracy.
Family are not forced to work within school's traditional hours if it does not fit well with their job schedules and sleep needs.