After the COVID-19 pandemic, my family faced the challenges of returning to schools with dysregulated students and burnt-out teachers. We had been supportive of teachers for months, but the return presented a different story. Our public school teachers were asked to take on more responsibilities than ever before, leading to a significant impact. In my son’s class, all of the 4th-grade teachers left the school before the end of the 2020/21 school year.

The public school in my community had a policy that did not require students to complete any work in 2020-2021 to be promoted to the next grade. This resulted in some students retaining gaps in reading and math, at a kindergarten level, while in the 3rd or 4th-grade classroom. Students who were behind academically were placed alongside those who were on level or advanced. Children were being left behind, and unfortunately, it was our brightest students paying the price.

Faced with these challenges, my sons became enrolled in what we affectionately called “Mommy School.” This initiative was born out of the realization that the school-assigned work was insufficient. Each day, they completed their official schoolwork before 8 am. As the weeks passed, we added 60 minutes of soccer drills, a unit study for the week, 60 minutes of brain activities (including guitar, art, puzzles, and critical thinking workbooks), and 30 minutes of free reading.

Afterward, they engaged in outdoor activities, played board games, Legos, or enjoyed some time on Fortnite. Thankfully, both my husband and I were able to be present and support them during this period. However, many families in our district faced different challenges. Essential workers and those in healthcare had limited options, focusing on survival and ensuring the well-being of their children. This resulted in educational gaps upon the return to classrooms.

One of my sons struggled with boredom and chattiness upon returning to in-person public school, while the other became defiant and disengaged. The latter, who had previously been moved up a grade level in some subjects, faced difficulties as COVID regulations prevented leaving the classroom for extra challenges. We explored various options to remedy this, but the process often led to disciplinary actions, adding to his challenges.

Amidst these struggles, some friends explored homeschooling, and the idea resonated with me. The prospect of a more peaceful environment with less punishment and the ability to tailor education to my sons’ needs sounded appealing. We decided in January that I would prepare to homeschool my soon-to-be 6th grader.

Simultaneously, my soon-to-be 4th grader expressed a preference for “Mommy School” over public school. With the constant turnover of 4th-grade teachers, it seemed like some thought they were teaching The Dark Arts at Hogwarts. As a result, I found myself preparing to work from home and homeschool two middle graders—a journey that proved to be challenging, then easy, then challenging again.

We continue to navigate this path, taking two steps forward and occasionally encountering setbacks. Every year, we reevaluate our options, and as we approach the end of our second year, we remain hopeful that the challenges faced will continue to diminish, but only time will tell.