HOMESCHOOLING AND ITS PSYCHOLOGICAL-PEDAGOGICAL EFFECT ON SECONDARY SOCIALIZATION

Abstract

The study analyses the psychological and pedagogical effects of homeschooling on secondary socialization in the Czech-Slovak area and presents a two-year longitudinal survey conducted in the period October 2023 to August 2025 on a sample of 220 families with 330 school-age children. The methodological framework combined repeated semi-structured interviews with online ethnography of parent communities, transcripts were coded using an open, axial and selective procedure, validation was done by triangulating sources, researchers and time with an audit trail to control decisions. The analytical anchoring was based on the ecological perspective of development, the theory of sociocognitive learning and the theory of self-determination, the operationalization followed the psychological, pedagogical, social and organizational dimensions of the effect and captured a hybrid model consisting of homeschooling, community activities and short-term institutional experience before commission exams. The findings show that the deficit picture of socialisation does not correspond to reality and that quality is determined by the density of peer contacts, the regularity of community activities and transparent bridges between family and school, with digital communities serving as a new infrastructure of coordination and support.Risks of selectivity, cumulative parental burden, varying quality of community microschools and digital overload of children have been identified, which can be mitigated by scholarship and transport schemes, rotation regimes, methodological standards and digital wellbeing programmes. Implications for practice include adaptation programs in designated schools, community hubs with microgrants, regular self-efficacy and well-being screening, and light monitoring based on understandable indicators without comparative rankings.