Changing Lives of Incarcerated Juveniles: A Case Study in Leadership Strategies to Impact the Education of Incarcerated Juveniles
Degree Date
2-27-2025
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Fredrick Dressen
Abstract
Instructional staff play a crucial role in meeting the academic and social-emotional needs of incarcerated juveniles, bridging gaps in their education, and helping them reintegrate into schools, communities, and society. Without structured guidance and mentorship, these students face significant barriers to educational success, employment, and long-term stability. This qualitative study explores how instructional staff support incarcerated juveniles and advance research on best practices in correctional education at regional and national levels. The study includes interviews with 12 instructional staff who teach incarcerated juveniles at a correctional facility in an Upper Midwest United States school district. The key findings show the importance of fostering student-centered relationships that emphasize trust and individualized support, implementing trauma-informed practices and mental health resources to address students' complex emotional needs, and overcoming staff resource constraints that affect the ability to provide consistent and comprehensive education. These themes highlight the interconnected factors that shape the effectiveness of educational programs, interventions, and support systems for instructional staff and incarcerated students. The top recommendations relate to enhancing national and state legislative policies; additional funding and resource allocation, leadership commitment, and instructional practices support; and future research suggestions to support systems for instructional staff and incarcerated students. These recommendations help equip students with the tools and support they need to succeed in life and access meaningful educational and career opportunities after their release from incarceration.