Fair point. It's as expensive as you make it. My kids had every tutor that might be helpful, including highly specialised teachers who were at the cutting edge of research. No resource was ignored if it might be helpful. And equine therapy three times a week on their own pony which was kept at full livery at that time.
Their father was a high earner and I used my inheritance. We did it because there was nothing more important to us.
Posters saying that most parents who home educate do so for ideological reasons are naive about the experiences of some families with neurodivergent children in the school system. Most people I know had decided to make home education work initially because they had to and only later realised it often produces more rounded, happier children than school does. Sometimes it doesn't and there are children I think would be better at school. I used to be up very late preparing resources.
One point I wish that every parent reading this thread would take on board is the important of being involved in your child's learning regardless of where they learn. Speaking as a teacher, I feel very strongly that it would be good for children to be raised in this way by their parents as well, even if just in a supporting role. I got to know my children and understand them in a way I never would have otherwise. I don't mean helping with homework. I mean the whole family getting behind whatever the new ideas are, having a white board and making up games, getting a child to explain what they're learning about to Dad, watching YouTube videos and actually reading proper chapter books and talking about the characters, making predictions and discussing their feelings and choices.
Do the weird science experiments that are everywhere on social media, even Tiktok is full of ideas. Go to the phonics evening and make sure you know how to make the sounds of each alphabet letter. If they're learning contractions or comparatives, work it into the conversation at completely inappropriate moments. Or have a prize for whoever can use the most in a half hour. The opportunities for silly games with homophones are endless. Get it wrong sometimes so your child feels part of a shared experience. Go for a treat as a family if something is tricky and effort has been expended. Don't reward grades. A child should ideally feel like their identity as a learner is respected and supported. That includes making frequent trial runs which are not mistakes but a journey. Be unpredictable within safe boundaries. For some reason, my children loved it when I said, "We'll edit that out later," if I made a mistake.
Learning is an opportunity for connection, not a worksheet. The more parents who see it as their job too, the more engaged and secure children will be.