Services to Meet the Needs of Special Populations

Stable employment is associated with significant short- and long-term benefits for youth and young adults (ages 16 to 24), but juvenile or criminal legal system involvement can create significant employment barriers, especially for young people. Engaging with supportive services in a community-based setting can help young people navigate and mitigate these barriers by accessing support to meet basic needs and set and achieve professional goals. This report summarizes findings from an exploratory study of community-based workforce development programs that involved a nationwide survey and a series of 15 follow-up interviews with staff members from a subset of surveyed programs serving youth and young adults who have been adjudicated for or convicted of serious offenses. The programs examined use a variety of strategies to serve their participants, including engaging in multisector partnerships, offering a wide range of workforce- and non-workforce-related supports, blending funding from multiple sources, and measuring progress and success. Though many programs are actively serving system-involved young people, they varied as to the extent to which services were tailored for this population. The findings highlight the importance of providing flexible service models that can be adapted to meet participants’ unique needs, particularly as they pertain to the barriers associated with legal system involvement and the young adult life stage. By developing a responsive program structure, building the organizational infrastructure to support program success, and engaging in strategic partnerships and collaborations, community-based programs can help young people involved in the legal system overcome barriers and identify and meet their employment and career goals.

Imagine you’re a student with a disability that impacts how you interact with others and process situations. In an instant, that disability may be criminalized, and you could find yourself thrust into a juvenile justice system that offers little support and few education resources. This scenario is all too common. Thousands of young people are punished every day for what is often typical adolescent behavior, or behaviors related to their disability.

As the public continues to raise attention to issues of school climate and youth mental health, it’s important to acknowledge another social system that runs parallel to education, with significant, widespread impacts on the outcomes of those young people involved: the juvenile justice system. Spending even a short time in the juvenile justice system as a young person can have effects that last into adulthood. Yet conversations about youth well-being rarely include this typically overlooked and underserved group. Students with disabilities in particular are more likely than their nondisabled peers to find themselves engaged in the juvenile justice system, with
learning disabilities as one of the most common disability types.

Policymakers across the political spectrum agree: all young people should have access to a high-quality public education. Within the past two decades, particular emphasis has been placed on ensuring that students receive instruction that prepares them for college and careers, and that schools are held accountable for realizing these goals.
There is perhaps no subset of young people whose need for a quality education is more acute—and whose situation makes them especially challenging to serve—than incarcerated youth. Of the more than 60,000 youth who are incarcerated on any given day in the United States, nearly 36,000 are committed to state custody, two-thirds of whom are youth of color. The majority of these youth are over-age and under-credited, several grade levels behind their peers, more likely to have a disability than their peers, and have been suspended multiple times and/or expelled from their local schools.

The field of special education has developed evidence-based practices (EBPs) to promote positive postsecondary outcomes for youth with disabilities. Postsecondary transition planning is comparable to the planning processes needed for reentry of previously incarcerated youth to educational and community settings. Common practices for transitioning students with disabilities and for those returning to the community setting include career/technical/vocational education, interagency collaboration, career
assessment and exploration, student-centered planning, high expectations, real-life problem solving, and assessment-driven goals. Transition planning has the potential to reduce recidivism, the key measurement of successful programs and interventions in the carceral setting. There is little empirical evidence of best practices in correctional education; however, there are some programs and resources within special education transition literature that may be useful in the development of prerelease planning for adjudicated youth. Programs focused on improving self-determination skills such as being aware of abilities, needs and preferences, problem-solving, self-control, cognitive reasoning to address problems, self-efficacy, and self-advocacy can increase the level of preparation youth have for returning to the community. Other efforts
geared at systemic change can be beneficial, as well, including improvement of interagency collaboration, enrollment/re-enrollment requirements, training for educators and administrators to prevent stigma, and hiring one person in charge of the prerelease planning and records. Resources and suggested applications are included in summary.

Research has linked the role of education to delinquency, but much of the focus has been on general population samples and with little attention to demographic
differences. Employing a cumulative disadvantage framework that integrates elements of informal social control and labeling theories, this article examines whether academic achievement serves as a positive turning point and re-directs juvenile delinquents away from subsequent offending. Attention is also given to race/sex contingencies. Using a sample of 4,147 delinquents released from Florida correctional institutions, propensity score analysis yielded two findings: youth with above average academic achievement while incarcerated were significantly more likely to return to school post-release, and youth with above average attendance in public school were significantly less likely to be re-arrested in the 1-year post-release period. While the academic gains were pronounced among African-American males, the preventive effects of school attendance are similar across race and sex, suggesting that education can be a part of a larger prevention effort that assists juvenile delinquents
in successful community re-entry.