Unschoolers in Higher Education: A Narrative Case Study of Unschoolers’ Sense of Belonging at University

Abstract

Approximately 20% of families engaged in homeschooling have selected unschooling as their educational approach, with estimates suggesting this number may be even higher (Vesneski et al., 2022). Unschooling emphasizes the establishment of an environment where children can autonomously direct their learning by exploring their interests, unencumbered by traditional educational milestones or specific schedules (Arnall, 2018; Riley, 2020; Riley & Gray, 2015). Despite increasing public acceptance and recognition, research on the outcomes for unschoolers—particularly those pursuing higher education—is limited (Riley, 2020). The purpose of this study was to explore the importance of supporting unschoolers after they have matriculated, specifically fostering sense of belonging, to shed light on an under-researched student population and to inform practices that create more inclusive learning environments. Using Allen et al.’s (2021) belonging model as a theoretical framework, the study was guided by two research questions: Q1 What experiences do unschoolers perceive as contributing to or detracting from their sense of belonging in higher education? Q2 What common resources do unschooled students seek to increase their sense of belonging? This qualitative study included four unschooled university students and employed a combination of narrative inquiry and descriptive case study methodologies to assess the participants’ experiences. Participants engaged in two semi-structured, in-depth interviews and provided material data. The findings demonstrated a need for the establishment of structured rolemodeling relationships, the provision of opportunities for unschoolers to undertake studentleader positions, and the necessity for enhanced education among campus administrators regarding unschooling practices