Home Education in Northern Ireland: What You Really Need to Know
Home education, also known as elective home education (EHE), has become an increasingly prominent alternative to traditional schooling in Northern Ireland. Recent years have seen a significant rise in the number of families choosing to educate their children at home, reflecting a growing interest in flexibility, personalised learning and well-being. However, with that growth comes the need for clarity about what home education involves, the legal requirements and the realities of day-to-day practice.
The Legal Framework
In Northern Ireland, the law makes parents — not schools — responsible for ensuring that their child receives a suitable education. Article 45(1) of the Education and Libraries (Northern Ireland) Order 1986 requires parents to provide an “efficient full-time education suitable to [the child’s] age, ability and aptitude, and to any special educational needs he may have” (Department of Education, 1986). This education may take place in school or elsewhere — meaning home education is a lawful and legitimate choice.
There is currently no statutory register of home-educated children in Northern Ireland. Parents are not obliged to inform the Education Authority (EA) unless their child is already enrolled in a school. In that case, parents must formally deregister by writing to the school principal. Once deregistered, the EA’s responsibility for the child’s education ceases (Education Authority, 2023).
While there is no centralised registration system, the number of children known to be home educated has grown steadily. According to official data, 710 children were registered as home educated in 2020–21, rising to 808 in 2021–22 and 907 in 2022–23 (Irish News, 2023). This represents an increase of nearly 30% in two years, with the EA confirming that 2023 marked the first time the total exceeded 1,000 children across Northern Ireland.
What Does “Suitable Education” Mean?
The phrase “efficient full-time education” allows flexibility, but it also carries responsibility. The Department of Education (2019) defines a suitable education as one that allows a child to achieve their potential, prepares them for adult life, and includes opportunities to progress in literacy, numeracy and personal development.
Parents therefore have considerable freedom to shape learning — from structured timetables to child-led approaches — but their provision should still demonstrate purpose, continuity and progress. A “suitable” education does not have to mirror the school curriculum, yet it should be broad enough to develop academic, practical and social skills.
A 2021 Northern Ireland survey involving 2,002 parents and 3,668 children highlighted disparities in home-learning experiences during the COVID-19 pandemic. It found that children from higher-income households and those with parents educated to degree level received more consistent educational support and had greater access to devices and digital learning (Purdy et al., 2021). This finding underlines the importance of structure, planning and resourcing for home-educating families.
The Growing Prevalence of Home Education
The surge in home education across Northern Ireland mirrors a UK-wide pattern. A Belfast Telegraph report (2022) noted that the number of home-educated children in the region had “almost trebled in five years”, citing parental concerns about school pressures, bullying, and testing regimes as common motivations. Many families also cited the pandemic as a turning point, finding that learning at home restored confidence and improved emotional well-being.
Interestingly, home education is not confined to one demographic. Families choosing this route include those with children who have special educational needs, gifted learners seeking enrichment, and parents seeking faith-based or alternative pedagogical models such as Montessori or unschooling. This diversity demonstrates that home education is no longer viewed as marginal but as a flexible educational pathway.
Policy Developments and Oversight
The Department of Education’s Draft Policy on Elective Home Education (2019) proposed introducing voluntary registration and clearer guidance for oversight. The policy remains under review, but the Education Authority continues to engage with stakeholders to ensure greater consistency and safeguarding. Although there is still no statutory monitoring requirement, the EA offers informal advice and resources, aiming to balance parental freedom with child welfare.
Critics argue that the lack of regulation risks inconsistency, while supporters of autonomy warn against excessive interference. The Department has emphasised that any new measures will be developed “in partnership with parents” to maintain trust (Department of Education, 2019). For now, Northern Ireland’s system remains one of the least prescriptive in the UK, giving families considerable freedom but also significant responsibility.
Benefits and Challenges
Home education offers several educational and personal advantages. Learners can explore subjects at their own pace, pursue genuine interests, and benefit from one-to-one attention. This environment often nurtures curiosity and independent thinking, skills that underpin lifelong learning. Research by Rothermel (2015) found that home-educated children often perform at or above national averages when evaluated using standardised measures.
However, these benefits come with challenges. Parents bear full responsibility for curriculum planning, assessment, and resources. Financially, families must often cover the cost of materials, tutoring and exam entry fees. The absence of structured support can make the early stages daunting, particularly for parents unfamiliar with educational frameworks. Moreover, social isolation may occur if families do not actively engage in group activities or local home-education networks.
The 2021 Home-schooling during the COVID-19 Crisis study (Purdy et al., 2021) also found that parents without formal teaching backgrounds often reported anxiety about “not doing enough” or “missing something important”. These findings highlight the need for practical support and community networks, both of which play crucial roles in sustaining confidence.
The Role of Tutors and Community Support
With more than 1,000 children now being educated outside school (Irish News, 2023), the demand for tutoring and supplementary learning support has grown significantly. Tutors can play a vital role in bridging the gap between structured academic learning and the flexibility of home education.
Tutors can assist families in:
- Designing coherent, knowledge-rich programmes that meet developmental goals
- Preparing learners for formal exams such as GCSEs and A levels
- Providing assessment evidence and progress tracking
- Offering social learning opportunities through group sessions or workshops
Home-education groups across Northern Ireland also provide invaluable peer support through shared resources, sports clubs and educational outings, helping children to socialise and parents to collaborate.
Conclusion
Home education in Northern Ireland is both a right and growing in prevelance, reflecting families’ desire for autonomy, well-being and personalisation in learning. With over a thousand children now being taught at home — nearly triple the figure from five years ago — it is clear that the educational landscape is changing.
However, home education requires commitment, structure and reflection. It thrives when parents, tutors and the Education Authority work collaboratively to ensure that children not only learn effectively but also develop socially and emotionally. As policy evolves, understanding the balance between freedom and accountability will remain central to supporting this vibrant and diverse community.