Homeschooling is currently the fastest-growing educational population in the United States with an estimated 2 million students. Because 11% of school children have been diagnosed with attention deficit/hyperactivity disorder (ADHD), there are likely to be many children with ADHD symptoms in the homeschooling population. The purpose of this study was to extend knowledge of the experiences of homeschooling in this population to assist students with ADHD as well as their parents and educators to make informed educational decisions. The multiple intelligences theory provided the theoretical framework for this phenomenological study. The key research question was focused on how current or former homeschool students who report ADHD symptoms describe their experiences in a homeschool environment. Perceptions were collected from 12 participants ranging in age from 12 to 21 years of age who were recruited using criterion sampling. Semi-structured interviews were conducted by phone or face-to-face. Data were analyzed using Moustakas' modification of van Kaam's structure. Through this process, the themes of individualization, self-concept, and experience of symptoms were identified. Specifically, the findings indicated that homeschooling children with ADHD symptoms is an individualized phenomenon and most students thrive in a structured yet flexible environment where tools and methods can be personalized. Participants developed individualized learning practices that would not be acceptable in a more traditional learning environment. This study contributes to the empirical literature promoting social change by providing foundational knowledge that can be built upon in future research to offer evidence-based information to this rapidly-growing population.

This case study focused on the understandings of the administration and teaching staff with regard to the implementation and student academic growth of the B-L Upward program. The understandings were formed from data collected through structured, face-to-face interviews. The questioning of the staff members assisted in determining an understanding of the instructional model of the B-L Upward program. The experimental nature of the B-L Upward program allowed students, primarily those graduating from eighth grade and heading into high school, to choose an alternative to the traditional secondary learning environment. The current case study is an examination of the B-L Upward program through the interview process involving the administrative and teaching staff with regard to program implementation and student academic growth. Four members of the administrative staff directly responsible for the management of the B-L Upward program and eight members of the teaching staff currently employed at the school were interviewed regarding their understandings of the BLU program. The case study approach provides a detailed picture of the understandings of these staff members. Recommendations for practice and for the continuation of further research were included at the study’s conclusion.