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One of the greatest challenges for the juvenile justice system is to successfully reintegrate young offenders back to their communities so that they do not re-offend and return to detention. This challenge is even greater for young Aboriginal and Torres Strait Islander youth who are over-represented in the Queensland juvenile justice system in terms of interactions with the police, the courts and in detention settings. This paper presents the outcomes of a two-year-longitudinal study which tracked 40 young Indigenous males as they made the transition from detention in North Queensland back to their communities. Over this period the majority of youth arrived at 'undesirable' destinations by re-offending and returning to detention, compared to a smaller cohort who arrived at 'desirable' destinations and desisted from crime. The paper presents qualitative data from the research which focused on gaining the perceptions of these young males by asking them to identify the risks which prevented them from making a successful re-entry back to their communities compared to those who desisted from further offending behaviour. [ABSTRACT FROM AUTHOR]

Dropping out of school has been associated with a student's ethnicity, socioeconomic status, challenging behaviours and low academic achievement. This paper describes research conducted with 1050 students aged 12-15, in three North Queensland urban high schools to investigate issues related to Indigenous and non-Indigenous students at risk of dropping out of school before gaining adequate qualifications. A path-analytic model was developed to assess the influence of socio-demographic, structural family and behavioural factors upon low academic achievement, the strongest predictor of dropping out of school. The specific hypothesis tested was that challenging behaviour, indexed by suspensions, predicts low academic achievement or at-risk status, more strongly than SES or family structure variables. Results indicate that for both Indigenous and non-Indigenous students, suspensions are a stronger predictor of low achievement than socioeconomic or family factors. Moreover, a model testing low achievement as a precursor to suspensions was not supported. Suggestions for future practice and research are proposed. [ABSTRACT FROM AUTHOR]