HOMEBOUND EDUCATION FOR STUDENTS WITH MEDICAL NEEDS: THE FAMILY PERSPECTIVE - A PILOT STUDY

Objectives. As a pilot study, this research investigates families’ perceptions of Homebound Education (HE) and its role in supporting their children in a Northern Italian region. HE allows students unable to attend school due to health conditions to continue their studies at home, with teachers providing instruction in the home environment. Families are often required to adapt their living spaces and routines to support the presence of teachers in the home. Material and methods. A 36-item questionnaire, divided into four sections, was administered to families. It collected socio-demographic data, the educational management of the HE paths, parental perceptions, and the perceived strengths and weaknesses of the service. Qualitative responses were analyzed using thematic analysis. Results. Nineteen families participated. Results indicate that HE negatively impacted household organization, particularly in space sharing (10 of 19) and work-life balance (13 of 19). Despite these challenges, families rated the service highly for its effectiveness and value (M = 4.7). They felt that teachers were concerned about the health of children or youth (M = 4.6), although they noted limited involvement in monitoring educational progress (M = 3.9). Critical issues included delays in service activation, insufficient feedback from families, and weakened peer relationships between students and their peers. Positive aspects are centered on the continuity of education and strong teacher support. Conclusion. Overall, the findings underscore the central role families play in HE and highlight areas for improvement, particularly in communication and organizational efficiency, to better support both students and their caregivers.