Search

Youth involved in multiple systems, such as special education, juvenile justice, and foster care, often face complex challenges. Professionals inherently contribute to youth outcomes by supporting multisystem-involved youth. Through interviews, we explored the perspectives of a special education teacher, a school resource officer, a school administrator, and a youth parole supervisor to understand their perceived influence on youth. We synthesized these perspectives to identify the patterns of connection between the overlapping works of these professionals. A grounded theory model is provided as a result of data analysis to efficiently illustrate the connection of conceptual insights shared. These include expected outcomes, professional successes, youth agency, and contextual factors. These elements converge to demonstrate how professionals' influence on youth outcomes develops.

Hanau ka 'aina, hanau ke ali'i, hanau ke kanaka. This 'olelo no'eau is a Hawaiian proverb that means the land, the chiefs, and the people belong together. This translation suggests that the land and people of Hawai'i are interconnected, both enacting collective values that shape and sustain the other through language and cultural practices. As the gaze of imperialists seeking a military foothold in the Pacific fell upon Hawai'i during the 19th century, would-be conquerors actively sought to sever the relationship between kanaka (people), 'aina (land) and kuleana (responsibility/stewardship). As a result, the land and people of Hawai'i share histories of sustainability and prosperity, colonization and subjugation, and resistance and restoration. It is from this Indigenous lens that the authors problematize the carceral logics of K-12 education and seek a participatory action research praxis that offers preemptive protective inputs, outputs, and desired outcomes to the colonial processes that have sustained the school-to-prison pipeline (STPP) in Hawai'i.

Marginalised and ousted from the New Zealand education system, 70% of youths apprehended for offending and appearing in a New Zealand Youth Court or Rangatahi Court experiencing complex needs are not engaged in education, employment, or training (Oranga Tamariki, Oranga Tamariki. (2020). Quarterly report - September 2020). This article reports findings from a broader PhD study investigating the educational experiences of 10 rangatahi Maori (Maori youth) aged 15-17 years apprehended for serious youth offending and excluded from mainstream education. Drawing on matauranga Maori (Maori knowledge) and kaupapa Maori, notions of indigenous resilience are used to unpack the rangatahi Maori participants' responses to negative educational experiences in the mainstream English medium secondary school education system. This article posits that resilience was evident when the rangatahi Maori exercised tino rangatiratanga (sovereignty) through boldness (a characteristic of Tu-mata-uenga the guardian of war), resistance and liminality to reject educational spaces where they perceived they were underserved, discriminated against, and marginalised. Changing the negative Maori student exclusion and disengagement statistics in mainstream education is critical. To address the exclusion statistics, classroom practitioners could be more responsive to rangatahi Maori experiencing complex needs by recognising their experiences and understanding their responses to those experiences. Understanding how resilience as resistance, liminality, and boldness is understood within te ao Maori (the Maori world) perspectives will enable a more culturally responsive approach to working with these rangatahi Maori in mainstream education.

Exclusionary school discipline is one of the primary ways that schools address student behavior. Existing scholarship has focused on examining the implications of exclusionary school discipline for two sets of outcomes: academic achievement and future juvenile and criminal legal involvement. However, these two areas of scholarship are largely treated as separate. In this paper, we bridge these two research areas by drawing on scholarship examining the negative educational consequences of police contact for youth. Specifically, we formally test the proposition that the association between school suspension in childhood and adolescent academic achievement is mediated by police contact experienced in early adolescence. Using data from the Future of Families and Child Wellbeing Study, we find support for this hypothesis: Early adolescent police contact explains approximately 30% of the association between school suspension in childhood and adolescent GPA. By relying on exclusionary school discipline, our results suggest that schools are setting the stage for youth to become involved in the criminal legal system, which, in turn, hinders future academic achievement.

Previous research indicates that youth exhibiting antisocial behavior are at risk for utilizing a disproportionate amount of health services compared to youth without these problems. The present study investigates whether being processed by the juvenile justice system and showing callous-unemotional (CU) traits independently predict health service utilization (medical and mental health service use and out-of-home placement) over and above the severity of antisocial behavior across adolescence. A total of 766 participants who had been arrested for the first time in adolescence provided data at ten appointments over a period of seven years. Results showed that self-reported antisocial behavior at the time of arrest predicted increased use of most health service use types over the next seven years (i.e. medicine prescriptions, tests for sexually transmitted infections, mental health service appointments, and out-of-home placements). All except prescription medication use remained significant when controlling for justice system processing and CU traits. Further, justice system processing added significantly to the prediction of medical service appointments. Whereas CU traits were associated with mental health service appointments and out-of-home placements, these did not remain significant when controlling for severity of antisocial behavior. These findings are consistent with prior research documenting the health care costs of antisocial behavior.

Reformatory students are those whose deviant behaviors and habits prevent them from receiving education under normal educational conditions. These students frequently lead a careless, undisciplined lifestyle, being unwilling to work and learn eager to play and demanding. Therefore, when they are admitted to reformatories with severe study and lifestyle requirements, they have great psychological difficulty adjusting to their new environment. Students' psychological issues in adapting to reformatory learning and living regimes are difficult and psychological deficits make it challenging for students to adapt to reformatory learning and living conditions. In Vietnam, 665 students from reformatory schools were polled to determine the causes of psychological issues. According to the findings, a variety of elements contribute to students' psychological difficulties. Individual student conditions such as health, awareness, attitudes and actions as well as inappropriate habits, living without goals or aspirations, etc. are on the subjective side of the equation. On the objective side are the students' conditions, family, education and psychological obstacles brought on by less-than-ideal circumstances which will make it more difficult for community students to adapt. Both the new school and society must pay more attention to reformatory students in order to establish the conditions necessary for successful integration into the new school and ultimate readmission into society for these students.

The Juvenile Justice System was established on the premise of rehabilitative action for behaviors that have led youth to the criminal justice system. However, the system has increasingly moved away from this original concept toward a punitive model. The authors present how this movement resulted in the devolution of human rights for the youth involved, a decrease in public safety, and a radical departure from fiscal responsibility related to the theoretical origins of rehabilitation. Studies on topics ranging from costs of correctional centers to trauma experienced by youth in these systems, along with many others, are compared to identify specific areas for renovation. Evidence-based pathways are presented to address these concerns along with pragmatic strategies for utilization of a constructed theory focused on the relationship between diversionary policies, attrition, and growth through the reinvestment of existing resources.

Education must be accessible to all citizens, including those incarcerated in penitentiaries, to contribute to the socio-economic development of the countries. In Malawi, to enhance incarcerated people's access to quality education in correctional facilities, the Malawi Prisons Service (MPS) included education as a strategic objective in its five-year strategic plan covering the period between 2016 and 2021. This article analysed and compared this strategic education objective against reality to ascertain its implementation and relevance during the implementation period. Guided by Bunning's model of strategic planning, the study employed a qualitative content analysis research method using the 'hybrid approach'. The study mainly used data from the semi-structured interviews involving purposively selected 25 educators and officials from five young offenders' rehabilitation centres in Malawi. Findings revealed a mismatch between the contents of the strategic education objective and the actual reality. The study identified characteristics of Bunning's ritual approach since it was revealed that the strategic plan was developed to please the government and development partners. From the education objective viewpoint, the strategic plan was hardly used during the five years since the educational activities remained the same (even worse) after the implementation period. The young offenders' facilities were still stuck in the punitive philosophy, as evidenced by limited resources in the education section and the management's priority on coerced farming instead of education. It was recommended that the correctional administrations needed to prioritise the provision of quality education for school-aged offenders in correctional policies.

The problem of juvenile delinquency is a social phenomenon that has existed throughout the history of humanity and a social issue that not only affects the growth of the economy and the maintenance of social security and order, but also has a significant impact on the function and role that the family of juvenile offenders play in society. Using quantitative research design and descriptive statistical methodologies were in the study. The purpose of our study is to evaluate the self-reports of 665 adolescents attending detention centres in Vietnam. This analysis will consider the adolescents' level of ability to self-awareness and expectations of the future maintained by adolescents; The research also discusses the efforts that adolescents have taken to achieve their expectations. The findings indicate that adolescents have a high level of self-awareness regarding regret for previous mistakes, and that self-awareness is indicative of a person who always tries for development and cares about the future. In addition, adolescents assert that they have lofty aspirations for the future and that, despite attending a remedial school, they are making positive efforts to achieve their objectives. Significant theoretical and practical contributions have been made as a result of the research. Providing educators and policymakers with a theoretical framework on which to develop the measurements and strategies that will help young people achieve their goals and be able to reintegrate into the community.

Background: Local governments increasingly rely on sales taxes to raise revenue, often justifying the need for a local sales tax increase with a specific programmatic goal, such as better education or transportation. In Washington State, the legislature explained that a local sales tax increase was necessary to support criminal justice because criminal justice requires more police, courts, and jails. Objective: Informed by decades of literature questioning the efficacy of fighting crime through police, courts, and jails, the objective of this study seeks to use empirical evidence to explain whether the social fabric offers indicators that can better define criminal justice and thus inform local tax policy so that local sales tax revenue may be used to prevent crime rather than fight it. Method: The study compiled a 29-year history of 36 social variables across all 39 Washington counties to determine whether crime is predictable and what is most predictive of crime. Pearson coefficients of determination were calculated to identify cross-sectional associations between social variables and crime variables. An ARIMAX predictive model was then constructed to test the predictive power of the multivariate time series. Results: The study finds that crime is predictable and social observations specific to how a child grows up are consistently predictive explanatory variables of crime. There is reason to believe that the most effective action state and local governments can take to promote criminal justice and prevent crime is to leverage their taxing power to ensure that every child (a) has access to food and basic necessities, (b) is raised in a safe and stable home, and (c) graduates from college.

Restorative Justice (RJ) models of diversion from the criminal justice system have been used successfully with adults and youth charged with minor offenses. Professionally mediated RJ conferences bring together the offender and the person(s) harmed to discuss the impact of their actions and develop a plan to restore community safety and make amends. An RJ model aimed at diverting youth from the juvenile justice system for minor offenses has successfully worked in an urban region in Kentucky for over a decade. The same RJ model was piloted in a very rural region of the state. The program goal was to decrease youth involvement in the criminal justice system and create positive change within the communities and families involved in youth-initiated crimes. Interestingly, the rural location of the RJ program has run into unique challenges not experienced in the urban area. This paper examines preliminary outcomes data. Differences in juvenile justice and community involvement approaches that need to be addressed when establishing an RJ program in a geographically rural area are highlighted. Suggestions for how to incorporate RJ diversion programs into rural communities are provided.

The study explores selected South African correctional school Juvenile offender learners' experiences regarding the support received for improving teaching and learning and wellness. The study uses qualitative interpretive approach; open-ended questionnaire involving 21 juvenile offender learners was utilized to collect data. The theoretical framework applied in the study is Ubuntu and Wellness. Ethical measures were considered before and during the study. Findings revealed that teachers use various forms of teaching and learning in order to support juvenile offender learners in the correctional schools. In addition, security official, teachers, and peers collaborate with various stakeholders to improve the wellness juvenile offender learners. The teaching and learning support meet the needs of intellectual, social, physical, emotional, spiritual and career/occupational of juvenile offender learners. It also addresses barriers to learning, create favourable learning environment, enhance their wellness and improve their academic performances.

This study examined whether the extent to which youth experience consequences resulting from substance use was related to their impulse control. Longitudinal data are from 1,216 justice-system-involved male adolescents from the Crossroads Study (46% Latino, 37% Black, 15% White, and 2% self-identified other race). Results indicate that youth lower in impulse control were more likely to experience negative social, school/work, offending, legal, and physical consequences related to their substance use than youth higher in impulse control--even when comparing youth who used substances at the same frequency. The current results suggest that in addition to addressing substance use itself, treatment and intervention efforts could also target problems in impulse control to reduce the extent of the consequences that youth experience from using substances.

The criminalization of school discipline and its resulting consequences for students, particularly students of color, has been widely studied. While results from previous research have shown racial and gender differences in punitive school experiences like suspension, school-based arrest, and school-based referrals to juvenile justice systems, existing literature has primarily focused on the experience of Black boys or used aggregate data to examine school-level correlates of referral-rates and has been limited in its examination of referrals for more subjective offenses like disorderly conduct. Informed by Critical Race Feminism, this study sought to examine whether Black girls experience increased odds of referral to the juvenile justice system for disorderly conduct involving school-based offenses in Florida. Our findings suggest that Black girls experience a higher risk of referral for school-based disorderly conduct as compared to other youth referred to the juvenile justice system, suggesting they are more likely to experience this form of school-based criminalization as compared to other youth.

Youth with and at risk for disabilities served in alternative education settings frequently struggle with the writing process, which impedes their ability to communicate ideas and opinions with others. Providing explicit teaching of a writing strategy is necessary for this population of youth. This study examined the effects of self-regulated strategy development (SRSD) with self-determination skills on self-advocacy-focused writing probes (e.g., persuasive) for adolescent female youth in a juvenile justice setting. Emphasis was placed on teaching youth how to use persuasive writing as a tool to self-advocate for things they want or need. The SRSD instructional approach was investigated using a multiple-probe-across-participants design to evaluate the effects. Visual analyses indicated a functional relation between SRSD with self-determination instruction and youth's writing skills. All youth demonstrated an increase in organizational quality and self-advocacy in writing from baseline to independent practice. Limitations to the current study and future directions are discussed.

As criminological perspectives of youth justice shift from rehabilitative ideals to desistance frameworks whereby young people assume a central role in their own identity-development and relationships with others, child-centred approaches that afford youth with agency and voice have been seen as increasingly important. However, noting that desistance is not only a process of identity (re)construction but a relational one in which individuals establish a sense of belonging, who young people engage with have a significant impact on their desistance journeys. The research reported in this article examined how musicians conceptualise their aims and practices in youth detention centres in relation to the desistance journeys of incarcerated youth in Australia. Findings illustrate music's affordances for desistance as spaces of asylum for young people, providing respite from carceral pains, opportunities for agential creativity and enjoyment, but also political and disruptive potentials to resist the inequities and injustices of the status quo and create alternative futures.

Schools in New Zealand (NZ) have a range of disciplinary options when dealing with challenging behaviours, one of which is excluding students by way of stand-downs, suspensions, exclusions or expulsions. Following marginal downward trend from 2006 to 2015, the numbers of stand-downs and suspensions have been on the rise again since 2016 despite well-established evidence of strong links between poor academic achievement, educational exclusions and youth justice encounters. One of the key reasons cited by schools for excluding students in New Zealand is for continual disobedience (CD). According to the NZ Ministry of Education Guidelines to schools, behaviours must be persistent and set a harmful or dangerous example to other students to meet the criteria for CD, and it is up to schools to interpret these guidelines. This paper reports the findings from a national study in New Zealand, that sought to understand how the category of CD was interpreted in high schools and the type of behaviours they associated with this category. The findings highlighted the need to question the existence of this category (CD) in the guidelines, as it provides a carte blanche to schools to exclude students.

Using original data collected from a national survey, this research examines the perceptions of administrators in the functional areas of Admissions, Dean of Students, and Student Affairs regarding the use of criminal history questions in undergraduate admissions. We use a lens of equity mindedness to analyze whether administrators connect criminal history questions in admissions to inequalities of punishment, and find that administrators working for institutions that require disclosure overwhelmingly agree or somewhat agree with the practice.

The main purpose of this study is to examine the school experiences of incarcerated Turkish young delinquents and reveal how these negative experiences affected their descent into delinquency. In order to carry out the study, official permission to meet with 10 young delinquents, currently being held in the Youth Detention Centre in Ankara (capital of Türkiye) and convicted of various crimes, has been obtained from the Turkish Ministry of Justice. Interviews have been conducted in three separate sessions. Study findings have revealed that the school experiences of young delinquents have been overwhelmingly negative and that they have started committing crimes while still being enrolled in school. Additionally, it has been found that they defied school rules and maintained social connections with individuals engaged in unlawful activities.

This cluster-randomized efficacy trial evaluated the impact of the Ready for Wages intervention, a classroom-based social skills program designed to improve the employability of youth living and being educated in juvenile justice settings. Fifteen juvenile justice facility schools participated. Data were collected from 118 classrooms: 59 treatment and 59 business-as-usual control. There were no statistically significant differences across conditions on the outcome measures, although differences favored the intervention group. Implementation was hampered by challenges associated with conducting research in authentic juvenile settings during the COVID-19 pandemic. Only half of the planned data collection could be completed. Despite the null findings of this study, more research in juvenile justice facilities is warranted to identify evidence-based practices that support prosocial behavior. Group intervention offers a cost-effective approach to reducing recidivism in a very high-risk population, with potential benefits for individuals and society in general.

The merging of prison or carceral studies and education is longstanding. In fact, there is an omnipresence of an educational studies foundations that analyzes and interrogates the role of carceral logics in schools and prisons. I refer to these foundations as the study of "educational carcerality," and in this article, I demonstrate how such an analytical heuristic affords a more capacious understanding of how carcerality structures schooling and educational processes. However, the interpellation of abolition with educational carcerality is taking a newfound life as social movements across the United States have researchers, scholars, and organizers theorize on the abolition question more explicitly. As education scholars, we are in urgent need of continued thoughtful scholarly engagement with existing and developing literatures and questions centered on pedagogy and education through an abolitionist perspective. I offer "educational abolitionism praxis" as a guide forward toward alternative theorizations of schooling in the United States and alternative modes of pedagogy and educational lifeworlds. The aim is not to delineate what educational abolitionism is, but to dis-orient us toward an experimental tool that fundamentally shifts what is made possible through a focus on abolition and its offerings.

This project, entitled B-FREE, was designed to develop personal and social skills in adolescents deprived of their liberty. The aim was to facilitate future social inclusion by transforming the participants' behaviour and self-responsibility for their actions, through Physical Education classes based on Hellison's Teaching Personal and Social Responsibility Model. We used a qualitative methodology under a constructivist philosophical worldview and an ethnography research design. Data was collected through observation records, adolescents self-assessment and key actors' observations. The results revealed evident improvements in the behaviours and attitudes of the adolescents, both in the Physical Education class and in their daily lives, confirming the adequacy and effectiveness of that teaching model to improve the detained adolescents' behaviours, through physical education.

Justice-involved youth have a high risk of reoffending after release, indicating the need for evidence-based reentry programming. This paper presents the results of a two-year post-release non-randomized comparison study. The study examined the impact of enhanced transition programming, delivered through Reentry Intervention and Support for Engagement by Integrating Technology (RISE-IT), on recidivism by comparing two groups, youth who received enhanced vs. traditional transition services in a secure care facility. Enhanced services included: enhanced reception, assessment & classification, transition planning, vocational preparation, merging two worlds curriculum, and 30-day aftercare support. Results indicate that youth who received enhanced services through RISE-IT had significantly lower rates of recidivism. Limitations and implications for practice, as well as future research, are discussed.

The school-to-prison pipeline (STPP) describes in shorthand the problematic relationship between some students' school experiences and their subsequent incarceration. One summer, in response to vocal concerned parents, a suburban school board adopted a zero-tolerance policy for smoking and vaping. Through the combined effects of the zero-tolerance approach, exclusionary punishments, the presence of SROs (school resource officers), racially disproportionate disciplinary practices, and a culturally nonresponsive school setting, 90 students were introduced to the criminal justice system in one school year. This case helps school leaders examine the elements of the STPP and how they work together to damaging effect. The questions and activities will guide readers to develop multiple ways to forestall and/or repair STPP supporting policies and practices.