Going beyond incarceration: helping juvenile offenders reintegrate into school and community is the latest research developed by Kathy Hogan, educational leadership, counseling, and special education.
According to Hogan, her study shows the differences between the educational programs in youth detention centers and public school systems, and how it affects the offender’s academic success. However, her research also provides solutions on how to help school administrators discover ways in transitioning juveniles back into the daily routines of a school.
As a result of her study, Hogan discovered a number of challenges of reintegrating juveniles back into the classroom. Some of these problems include underprepared and underpaid teachers, school administrators not receiving the juvenile’s academic records in a timely manner, the lack of coordination regarding the curriculum alignment and educational programming, and poor communication among community, school, and correctional facilities.
“Rather than making the child feel as if they are being moved out of a detention center into another prison-like setting, all of the organizations must work together to effectively meet the educational needs of that student,” Hogan said.
Hogan’s recommendations to assist with this transitioning process involves establishing a seamless transfer of educational records and services to and from schools and correctional facilities, developing individualized transition plans, and establishing a youth tracking system. She also suggests the school system develop and provide intervention programs that focus on structured learning, school achievement, and job skills.
Hogan recently presented her research at the 2013 International Child and Adolescent Conference held in Minneapolis. However, she plans to continue researching this topic in hopes of discovering more efficient ways to assist transitioning juveniles.