[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586518-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-586518-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","education-for-youth-under-formal-supervision-of-the-juvenile-justice-system-literature-review","Education for Youth Under Formal Supervision of the Juvenile Justice System - Literature Review","","Education and school attendance function as key developmental protections, reducing delinquency and juvenile justice involvement while supporting long-term employment and desistance from crime. Yet school-related risk factors—such as poor academic performance, suspensions and expulsions, and dropout—are linked to higher delinquency, justice involvement, and recidivism. For system-involved youth, educational benefits are harder to achieve due to learning challenges and complex mental health and academic needs, though higher educational attainment during supervision is associated with better community outcomes after release. The review maps educational characteristics, risks, and interventions across detention, secure residential facilities, and probation supervision.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/education-for-youth-under-formal-supervision-of-the-juvenile-justice-system-literature-review/586518/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/education-for-youth-under-formal-supervision-of-the-juvenile-justice-system-literature-review/586518.png","ImageObject",300,407,{"name":42,"@type":43},"Quinn Holloway","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why are education and school attendance important for youth not in the juvenile justice system?","Question",{"text":63,"@type":64},"Education and school attendance are described as normal developmental milestones that serve as protective factors against delinquency and justice involvement. They also have long-term positive effects on employment and desistance from crime.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What educational factors are identified as risks for delinquency and justice system involvement?",{"text":68,"@type":64},"The text lists school-related risk factors including low academic achievement, academic failure, negative attitudes toward school, low bonding and attachment to school, frequent school transitions, suspensions and expulsions, truancy and absenteeism, inadequate school climate, and school dropout.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the document describe challenges in providing education to youth under juvenile justice supervision?",{"text":72,"@type":64},"While system-involved youth are guaranteed an education under the Elementary and Secondary Education Act, providing education for detained and confined youth is especially challenging due to their highly transient nature and complicated mental health and academic needs.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586518,1792101638,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Last updated: January 2019 [www.ojjdp.gov/mpg](www.ojjdp.gov/mpg)  \nEducation for Youth Under Formal Supervision of the Juvenile Justice System  \nEducation and school attendance are normal developmental milestones for youth and can serve as important protective factors against delinquency and involvement in the juvenile justice system (Development Services Group, 2015c) . They can also have long-term positive effects on employment and desistance from crime (Laub and Sampson, 2001; Lochner and Moretti, 2001) . However, poor academic performance, school suspension and expulsion, and school dropout are among known school-related risk factors for delinquency, crime, and involvement in the justice system (Cuellar and Markowitz, 2015; Development Services Group, 2015a; Lee and Villagrana, 2015; Pettit and Western, 2004) .  \nYouth involved in the juvenile justice system are less likely to benefit from education-related protective factors and more likely to experience negative outcomes related to learning challenges and school failure (Foley, 2001; Sedlak and Bruce, 2010) . Although system-involved youth are guaranteed an education under the Elementary and Secondary Education Act of 19651, providing education for detained and confined youth is particularly challenging, given their highly transient nature and their complicated mental health and academic needs (Foley, 2001; Gagnon and Barber, 2010; Sedlak and McPherson, 2010) . However, those youth who do achieve higher levels of education while in the juvenile justice system are more likely to experience positive outcomes in the community once released (Blomberg et al., 2011; Cavendish, 2014) .  \nThis literature review will discuss the intersection of the educational and the juvenile justice systems. Specifically, it will outline the academic characteristics and challenges of youth in the juvenile justice system (including those in detention and long-term secure residential facilities, and under probation supervision) and interventions aimed at improving educational outcomes for this high-risk population.  \nScope of the Problem  \nEducational risk factors are associated with juvenile and adult offending, justice system involvement, and recidivism (Cottle, Lee, and Heilbrun, 2001; Cuellar and Markowitz, 2015; Moffitt et al., 1981; Moretti, 2005; Petitt and Western, 2004; Wang, Blomberg, and Li, 2005) . These risk factors include low academic achievement, academic failure, negative attitudes toward school, low bonding to school, low school attachment and commitment to school, frequent school transitions, low academic aspirations, suspensions and expulsions, truancy and absenteeism, inadequate school climate, and school dropout (Development Services Group, 2015a) .  \n1 H. R. 2362, 89th Cong., 1st Sess., Public Law 89-10.  \nSuggested Reference: Development Services Group, Inc. 2019. “Education for Youth Under Formal Supervision of the Juvenile Justice System.”  \nLiterature review. Washington, D.C.: Office of Juvenile Justice and Delinquency Prevention.  \n[https://www.ojjdp.gov/mpg/litreviews/Education-for-Youth-in-the-Juvenile-Justice-System.pdf](https://www.ojjdp.gov/mpg/litreviews/Education-for-Youth-in-the-Juvenile-Justice-System.pdf)  \nPrepared by Development Services Group, Inc. , under cooperative agreement number 2013–JF–FX–K002 . Points of view or opinions expressed in this document are those of the author and do not necessarily represent the official position or policies of OJJDP or the U.S. Department of Justice.  \nOffice of Juvenile Justice and Delinquency Prevention [www.ojjdp.gov](www.ojjdp.gov) 1  \nWhile some researchers have found that involvement in the juvenile justice system can also serve as a risk factor resulting in poor educational outcomes (Aizer and Doyle, 2015; Hirschfield, 2009; Kirk and Sampson, 2013; Widdowson, Siennick, and Hay, 2016), others have posited that the causal relationship is not clear (Moretti, 2005; Witte, 1997) .  \nEducation-Related Characteristics","cbCaitskhPVssQzk","https://ap.wps.com/l/cbCaitskhPVssQzk","pdf",592199,18,"English","# Scope of the Problem\n## Educational risk factors and recidivism\n# Education-Related Characteristics of Youth in the Juvenile Justice System\n## Low IQ and academic achievement","[{\"question\":\"Why are education and school attendance important for youth not in the juvenile justice system?\",\"answer\":\"Education and school attendance are described as normal developmental milestones that serve as protective factors against delinquency and justice involvement. They also have long-term positive effects on employment and desistance from crime.\"},{\"question\":\"What educational factors are identified as risks for delinquency and justice system involvement?\",\"answer\":\"The text lists school-related risk factors including low academic achievement, academic failure, negative attitudes toward school, low bonding and attachment to school, frequent school transitions, suspensions and expulsions, truancy and absenteeism, inadequate school climate, and school dropout.\"},{\"question\":\"How does the document describe challenges in providing education to youth under juvenile justice supervision?\",\"answer\":\"While system-involved youth are guaranteed an education under the Elementary and Secondary Education Act, providing education for detained and confined youth is especially challenging due to their highly transient nature and complicated mental health and academic needs.\"}]","Education for Youth Under Formal Supervision of the Juvenile Justice System - Literature Review | PDF",1792058225,45]