This section includes information on a variety of areas related to teaching and learning in settings for youth who are neglected, delinquent, or at risk, including instruction within the content areas, teacher recruitment, retention and professional development, academic support services, and serving youth with special needs.
Teaching and Learning
- Resources: Students with Special Needs
- Resources: Academic Support Services
- Resources: Teaching & Learning in the Content Area
- Resources: Recruitment, Retention & Training
School and classroom environments can have a significant effect, both positive and negative, on the academic success of students who are neglected, delinquent, and at risk of educational failure. Many students within these settings experience factors that can impede their academic success, including learning disabilities, mental health issues, and/or trauma in their lives. Creating highly structured and supportive learning environments and providing development and training opportunities for teachers and staff can make a profound difference in students’ ability to thrive academically and socially.
Title I, Part D, can play an important role both in supplementing schools’ quality core education with programs and practices aimed at meeting students’ needs and also in supporting the teachers, tutors, mentors, counselors, and others who work with and challenge the students every day.
This brief discusses three key components within the Individuals with Disabilities Education Act necessary for the provision of free appropriate public education to youth with disabilities in juvenile justice secure care facilities—Child Find, least restrictive environment, and individualized education programs and related protections.
NDTAC’s fourth practice guide features strategies and resources focused on providing quality education services for youth involved with the juvenile justice and child welfare systems.
This fact sheet examines the characteristics of educational services provided by juvenile justice facilities in the United States, such as prevalence and type of educational services, student participation in services, and perceived quality of services.
Research shows that youth in juvenile justice facilities tend to have lower academic skill levels than their nonincarcerated peers, often compounded by a history of negative school experiences. This guide provides recommendations along with related strategies and examples to assist teachers, administrators, and program coordinators in navigating the challenges faced by youth in short-term facilities and in implementing research-based instruction to improve mathematics proficiency.
Students who are unable to read when released from a correctional facility often face a host of social and economic difficulties, including future unemployment and welfare dependence. This guide builds upon NDTAC’s previously published issue brief on literacy by providing five research-based recommendations and numerous strategies designed to assist administrators, teachers, and Title I, Part D, coordinators in improving literacy skills and outcomes for these youth.
Youth who have low literacy skills generally face significant barriers to economic and social success and are more likely to be involved in the juvenile justice system. In addition, if these youth are incarcerated and their literacy skills are not improved, outcomes tend to be negative. This issue brief illustrates the correlation between low literacy and involvement in the juvenile justice system and explores the impact of reading interventions on youth during and after incarceration.