Education in Juvenile Corrections
Education in Juvenile Corrections
Education is a basic need among children locked up in juvenile correction facilitates. Education is associated with low recidivism rates and higher reintegration rates of children after leaving detention. However, there is also a negative side to education within the juvenile correction facilities. One of the negative sides to the juvenile education system is inadequate resources (Novy & Nance, 2011).
Lack of adequate learning resources such as; teachers, books, libraries and classrooms, is a major problem in correctional facilities. Currently, American juvenile correction facilities are struggling with the problem of overcrowding, which has increased the cost of maintaining these facilities. Consequently, little funds are available for investment in education programs.
Another challenge is that most of the delinquent youth who are locked up in these facilities require special education (Novy & Nance, 2011). According to studies, over 11% of incarcerated children have some form of disability. Special education teachers and resources are hardly available in juvenile correction facilities.
This has made it difficult for juvenile facilities to provide meaningful education to a large section of youths. Students within the juvenile correctional facilities are often characterized by poor academic performance. This means that the learning environment cannot provide meaningful interaction and transfer of knowledge among peers.
Classes are not based on sound curriculum and usually meet for minimal duration of time (Novy & Nance, 2011). Lack of standardized curriculums, which are consistent with what schools outside the system are using, makes the juvenile education system least competitive. Only a few education programs are accredited by national or regional bodies. Thus, high standard of education is not guaranteed. High student mobility rate is also a major problem to the juvenile education system (Novy & Nance, 2011).
Most incarcerated youths are usually locked up for a short duration of time. This means that they only spend a few months within the juvenile education systems. These students have to move on after release from detention. A good number of them do not proceed with education after release from detention. A significant number of students are incarcerated and released more than one time thus disrupting the pattern of education.
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