Professional Development: Safe and Supportive Learning Environments in Juvenile Justice Systems

Oct 15, 2026

Professional development brief focused on creating safe and supportive learning environments in juvenile justice systems. Grounded in U.S. Department of Education and Department of Justice guidance, it outlines how facilities can sustain a healthy climate that prioritizes education, learning conditions, and behavioral and social supports. It emphasizes planning and capacity building to foster safety, supportive academic and physical environments, and respectful relationships. It also highlights practitioner needs in Part D and correctional education programs and the role of professional development in improving outcomes for youth in child welfare and juvenile justice.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Goals of the NDTAC Professional Development Briefs

Introduction

October 2018 Washington, D.C. PROFESSIONAL DEVELOPMENT Safe and Supportive Learning Environments in Juvenile Justice Systems Ramón L. de Azúa The National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth This document was developed by the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC), which is funded by a contract awarded by the U.S. Department of Education to the American Institutes for Research (AIR) in Washington, D.C. The mission of NDTAC is to improve educational programming for youth who are neglected, delinquent, or at risk of academic failure. NDTAC’s mandates are to provide information, resources, and direct technical assistance to States and those who support or provide education to youth who are neglected or delinquent, to develop a model and tools to assist States and providers with reporting data and evaluating their services, and to serve as afacilitator to increase information-sharing and peer-to-peer learning at the State and local levels. For additional information on NDTAC, visit [https://neglected-delinquent.ed.gov/](https://neglected-delinquent.ed.gov/) . Suggested Citation de Azúa, R. (2018). Professional development: Safe and supportive learning environments in juvenile justice systems. Washington, DC: American Institutes for Research, National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth. The content of this document does not necessarily reflect the views or policies of the U.S. Department of Education. This document was produced by NDTAC at AIR with funding from the Student Achievement and School Accountability Programs, Office of Elementary and Secondary Education, U.S. Department of Education, under contract no. ED-ESE-15-O-5037. Permission is granted to reproduce this document. PROFESSIONAL DEVELOPMENT: SAFE AND SUPPORTIVE LEARNING ENVIRONMENTS IN JUVENILE JUSTICE SYSTEMS Goals of the NDTAC Professional Development Briefs In 2017, the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) released its first in a series of professional development briefs that focus on the professional development needs and interests of neglected or delinquent (N or D) State coordinators, correctional educators, and providers of Title I, Part D (Part D) programs and services. These briefs are intended to inform the planning, design, and delivery of professional development for individuals working in Part D and correctional education programs. The goals of the briefs are to raise awareness and understanding of how professional development can enhance the quality of Part D services, build capacity for staff charged with addressing the needs of youth who find themselves in the child welfare and juvenile justice systems, and improve outcomes for this population of youth. The first brief highlighted the key characteristics of effective professional development and emphasized the importance of ensuring that professional development is responsive to the characteristics of the N or D population. The second professional development brief focused on increasing practitioners’knowledge about effective transition planning for youth moving into, through, and out of the juvenile justice system and presented ideas for professional development offerings centered on the topic of transition. This third professional development brief seeks to foster a shared understanding of the fundamentals for creating and sustaining safe and supportive learning environments in juvenile justice settings and includes potential ideas for professional development offerings that may enhance the conditions for learning plus social and emotional learning (SEL) opportunities. Introduction In 2014, the U.S. Department of Education (ED) and the U.S. Department of Justice (DOJ) released Guiding Principles for Providing High-Qualit

FAQs

What is the purpose of this professional development brief?

It builds shared understanding of how to create and sustain safe and supportive learning environments in juvenile justice settings, and it suggests professional development ideas to enhance learning conditions and social and emotional learning opportunities.

Which guidance framework is referenced in the introduction?

The brief references Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings released by the U.S. Department of Education and the U.S. Department of Justice, describing five guiding principles.

Why do Part D coordinators emphasize professional development for juvenile justice educators?

They stress that educators must be able to respond to youth needs shaped by poor academic achievement, high mental health needs, and histories of trauma, and that knowledge of instructional practices alone is not sufficient.

Oct 15, 2026

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