The third dimension of our social development framework attends to how well homeschool children develop the social skills essential to the intercourse of life. As revealed above in the discussion of the socialization storyboard, recurring concern appears in the literature that because of their isolation, homeschooled children will be stifled socially and will not develop the skills they need to engage effectively with others. The empirical evidence available to date suggests that at a minimum this concern is likely overblown and more likely is without foundation (Dahlquist et al. 2006; Medlin 2000).

To be sure, “social skills” covers a good deal of ground. One aspect is maturity. We learn from the research that homeschoolers are as mature as or more mature than children in public schools (Saunders 2010; Smedley 1992). We also discover that they demonstrate good leadership skills (Montgomery 1989) and are rated high on measures of ability to interact with others, both peers and adults (Wartes, 1987)—communication skills and daily living skills (Ray and Wartes 1991; Smedley 1992; Webb 1989). They do not appear to be socially anxious (Taylor 1986a). Homeschooled children measure well against their peers on indices of confidence, assuredness, and well-adjustedness (Lee 1994; Tillman 1995). Evidence also reveals that homeschoolers demonstrate fewer behavioral problems than conventionally schooled peers (Delahooke 1986; Lee 1994; Shyers 1992). They tend to be trustful and non-cynical in nature (McCulloch et al. 2006). They are generally a happy group (Taylor 1986a). They score about the same as conventionally schooled peers on measures of social acceptance (Lee 1994; Webb 1989). Overall, they demonstrate appropriate pro-social behavior and social responsibility (Shyers 1992; Wartes 1987).