Constructing Home Education as a Problem: Why a Register Will Not Fix What Policy Presents as Broken

Abstract

This paper critically examines the proposed compulsory register for home-educated children in England, situating the discussion within the broader legal, socio-political, and educational context. It outlines the governance of home education, detailing the existing register, its implementation, and the challenges faced by families, including resource access, equity, and inconsistent local authority understanding. Drawing on Bacchi’s “What’s the Problem Represented to be?” (WPR) framework, Foucauldian perspectives on normalisation, and educational policy analysis, the paper interrogates the assumptions underpinning the proposed register under the Children’s Wellbeing and Schools Bill (CWSB). The policy frames home-educated children as invisible and at risk, positioning bureaucratic oversight as the primary solution despite limited evidence of systemic safeguarding failures. This framing obscures the heterogeneity of home education practices, the fluid and experiential nature of learning, and structural inequities in educational access. While not opposing all forms of registration, the paper critically evaluates the motives behind the Bill, highlighting the risks of monitoring without support. The analysis calls for enhanced dialogue between policymakers and the home education community to promote understanding of diverse pedagogical practices and ensure equitable educational opportunities for all children.