Who controls the agenda? Theological perspectives on state-controlled home education in the UK

Questions regarding the dynamics of power and control involved in formulating the learning agenda for home-educating families arose due to the UK Government’s proposed Schools Bill in May 2022.

Empirical research was prompted by concerns from Christian home educators about state interference in their child’s home education, due to perceptions that religious values were being undermined and the ultimate responsibility for raising their child was under dispute in the light of the proposed Bill. Theological underpinnings, Christian perspectives and consideration of holistic socio-cultural contexts were integral to explorations of control of the learning agenda through the lens of Christian home educators.

The findings problematise external authorities dictating curriculum content, teaching methods or frameworks to families who have opted to educate their children outside of the mainstream school system, since such approaches are counter to the distinctive nature of a democratic society. Lived experiences of collaboration versus persuasion, and participants feeling mistrusted, devalued and side-lined have all led to a sense of suspicion and concern about authority. Greater dialogue is therefore recommended to enhance understanding and collaboration, mutual trust and cooperation across all parties

Sarah E. Holmes & Harriet Pattison (2026) Who controls the agenda? Theological perspectives on state-controlled home education in the UK, Journal of Beliefs & Values, 47:1, 28-45, DOI: 10.1080/13617672.2024.2324229

• Dr Harriet Pattison, Norland University of Early Childhood
• Sarah Holmes, Liverpool Hope University