Engaging the Arts across the Juvenile Justice System

On a given day, more than 43,000 youths who largely identify as students of color and are disproportionately male are held in residential placement facilities as a result of involvement with the juvenile justice system. More than two-thirds of youths living in placement facilities who participated in a national survey shared aspirations to continue their education, with nearly half wanting to pursue postsecondary education. Despite these aspirations, youth involved in the juvenile justice system encounter educational barriers before they enter the system: Nearly one third are diagnosed with a learning disability, nearly half demonstrate academic proficiency below their grade level and close to a quarter are not enrolled in school. A disruption in their academic trajectory because of involvement with the juvenile justice system may prevent a student from continuing their education upon reentry. Sixty-six percent of youths do not return to school after leaving placement. High-quality arts education participation has lasting, positive impacts for youth by supporting development from early childhood into adulthood. The arts provide opportunities to build self-efficacy and achieve personal goals by helping youth develop ownership of their learning, determine individual criteria for success and track personal progress. Research shows that these effects most strongly benefit youth who have limited access to opportunities for academic, personal and social success and are thus at higher risk for low academic achievement, dropping out of high school or entering the juvenile justice system. Arts participation can also reduce the likelihood that they will engage in delinquent, risky or violent behavior. Additionally, the arts support civic outcomes, including political engagement and volunteering, among youth. This Special Report explores research and programs that employ the arts along the juvenile justice continuum: in prevention, intervention, transition and healing.