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Thematic coding of 21 interviews (13 TS, eight youth) identified the TS’s key role in school, family, and community reentry, with themes covering supports for employment, school engagement, and independent living.",{"@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 & 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Justice System  \nJames Sinclair, PhD 1, Deanne Unruh, PhD 1, and Kim Kelly, MEd2  \nCareer Development and Transition for Exceptional Individuals  \n2021, Vol. 44(1) 4–16  \n© Hammill Institute on Disabilities 2020 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2165143420948838](DOI: 10.1177/2165143420948838)[ ](DOI: 10.1177/2165143420948838)[cdtei.sagepub.com](cdtei.sagepub.com)  \nAbstract  \nIncreasing engagement to school, employment, and community are strong predictors of reducing recidivism for youth involved in the juvenile justice system. This study examined what occurs at reentry upon leaving a youth correctional setting. This study comprised of qualitative semi-structured interviews of transition specialists (TSs; n = 7) and young offenders (n = 8) who participated in a 4-year reentry project in the Pacific Northwest. A total of 21 (13 TS and eight youth) interviews were thematically coded. Findings from this study included the important role of the TS in supporting a youth’s school, family, and community reentry. Key themes are described around the services to support employment, school engagement, and independent living during a youth’s reentry into a school setting.  \nKeywords  \njuvenile justice, engagement, transition specialist, adolescents  \nAccording to the Office of Juvenile Justice and Delinquency Prevention (OJJDP), on a given day in 2015 approximately 48,000 juveniles were held within a juvenile residential placement facility (OJJDP, 2017) . Other figures estimated up to 60,000 youth are incarcerated on any given day in the United States (Council of State Governments Justice Center [CSGJC], 2015). The vast majority of youth involved in the juvenile justice system are male, with females making up approximately 15% of the overall population. Minority youth compared with White youth had a national placement rate of 2.7 to 1 (OJJDP, 2017) .  \nYouth with disabilities are another population of youth that have even greater overrepresentation in the juvenile justice system. Quinn et al. (2005) found the average percentage of youth with disabilities across the United States involved in the juvenile justice system was approximately 33% . In a more recent review, it was found that the percent of youth receiving special education services varied widely (30%–80%) depending on the state (U.S. Department of Education, 2014) . Specifically, Quinn et al. (2005), reported youth with emotional disturbance and specific learning disability accounted for the vast majority of youth involved in the juvenile justice system (47.7% and 38.6%, respectively) . Compared with the national average of youth receiving special education services in a school setting at the same time, the rate of youth  \nwith disabilities in the juvenile justice system was four times greater (Quinn et al., 2005) .  \nAnother concern is youth recidivism. Although there is a lack of consistent national reporting on youth recidivism, studies reported that 45% to slightly more than half of youth offenders reoffend within 1 year (Harris et al., 2009; Wilson et al., 2003). Trends also revealed that youth involved in the juvenile justice system are more likely to reoffend as adults. National Research Council (1986) reported that between 31% and 71% of juvenile offenders graduate to adult crime. In a more recent study, analysis of recidivism rates into adult crime in one state was estimated to be 41% by the time a youth turned 25 (Aizer & Doyle, 2015) .  \nFindings from research suggest youth involved in the juvenile justice system also experienced a multitude of poorer educational outcomes, such as disengagement and dropout (Keith & Mccray, 2002) . Furthermore, a recent literature review on reentry practices highlighted the broad ranges of barriers that youth face during the reentry","cbCaigqFx2SLNC7N","https://ap.wps.com/l/cbCaigqFx2SLNC7N","pdf",409340,13,"English","# Abstract\n## Study focus and methods\n## Key findings and themes\n## Related context and cited evidence","[{\"question\":\"What does the study investigate about youth reentry?\",\"answer\":\"It examines what occurs at reentry after youth leave a correctional setting, focusing on the transition process and support needs.\"},{\"question\":\"Who participated in the qualitative interviews?\",\"answer\":\"The study includes transition specialists (n=7) and young offenders (n=8), with a total of 21 interviews thematically coded.\"},{\"question\":\"What role do transition specialists play according to the findings?\",\"answer\":\"Transition specialists support youth’s reentry into school, family, and community, with key themes centered on employment support, school engagement, and independent living.\"}]","Relationships Matter: The Role Transition Specialists Play in Youth’s Reentry From the Juvenile Justice System - read online free | PDF",1792086484,33]