Rethinking School – Young Carers and Homeschooling

Week 13 - of our Rethinking School Series

Last week, we explored the growing link between mental health challenges and the decision to homeschool, looking at how emotional wellbeing is shaping educational choices for many families. This week, our focus shifts to young carers—children and teenagers who take on significant caregiving responsibilities at home. Whether supporting a parent with a disability, a sibling with additional needs, or a family member struggling with illness, these young people often juggle schoolwork with adult-level responsibilities. The impact on their education, social life, and mental health can be profound, yet their experiences are often overlooked in policy and practice.

This week we are thinking about a group of home schoolers close to my heart, having been both a young carer myself and a trustee for Action for Carers for 14 years.

Young carers often feel they have little choice but to remain at home to care for a family member with a health condition, disability, mental health issue, or dependency. This responsibility can bring feelings of loneliness, isolation, and overwhelming pressure. Many describe constant tiredness and a sense of being stretched too thin — balancing their own needs with those of the person they care for.

School life for young carers is rarely straightforward. Arriving late, missing lessons, or being unable to complete homework on time are common realities, not signs of disinterest. Missing school trips, social events, and even non-uniform days can leave young carers feeling further excluded from their peer group. Over time, these missed opportunities chip away at their confidence, friendships, and sense of belonging.

During my teaching career, I saw first-hand how this plays out. One boy was officially recorded as missing school every Wednesday for his own clinic appointments. In reality, he was accompanying his grandparent to the hospital because his mum couldn’t manage the wheelchair alone. It was not that he didn’t want to learn — life simply left him no choice.

The pressures young carers face don’t just affect their education in the short term. For many, aspirations are forced to take a back seat. With limited time for study, and reduced access to enrichment activities, their route to further education becomes far harder. Those caring for someone for many hours a week often struggle to keep pace with coursework and exams, which can shape their long-term opportunities.

Schools can and should make a difference — but support is inconsistent. While some have young carer policies, these are not always put into practice. Teachers who understand a young carer’s situation can help by offering flexibility with deadlines, allowing phone calls home, or setting up lunchtime support groups. But too often, young carers remain invisible, either because they don’t feel safe to share their circumstances or because staff aren’t trained to spot the signs.

Some young carers actively choose not to disclose their role. They may worry about being treated differently, or feel that telling a teacher will lead to no real change. When rules around lateness, uniform, or mobile phones are enforced without understanding the wider context, it can leave them feeling misunderstood and punished for circumstances outside their control.

The reality is that some children are providing care far beyond what any young person should. In households where the only child is the primary carer for the only adult, the state has a duty to step in — but too often, it doesn’t. Gaps in social care leave children carrying adult responsibilities, and for many, this becomes a tipping point towards home education.

Why It Matters for UsThis is why some of our home schoolers come to us at Orchard Training. Under immense pressure, school can become unmanageable, and young carers may leave altogether. When they join us, we work to rebuild their confidence, provide a safe and flexible learning environment, and support them to either thrive in home education or return to mainstream school when the time is right.

For these young people, education isn’t just about grades — it’s about being seen, supported, and given the space to breathe.

Next week, we turn our attention to a very different but equally important group we work with — a group we call “the Uniques.” These are the learners whose stories and needs don’t fit any one category, but whose individuality shapes the way we approach their education.