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This study examines stakeholders’ perspectives to identify challenges and facilitators for reengagement in school and successful community return after incarceration. Fifty-four qualitative interviews were conducted over four years across a Northwest reentry program. Using an ecological coding framework, findings emphasize the role of a key transition specialist mentor and the support provided by strong working relationships across schools, juvenile services, and other agencies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/stakeholders-perspectives-of-reentry-to-school-and-community-for-young-offenders-with-disabilities-an-ecological-approach/595013/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/stakeholders-perspectives-of-reentry-to-school-and-community-for-young-offenders-with-disabilities-an-ecological-approach/595013.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study?","Question",{"text":112,"@type":113},"To understand, from stakeholders’ perspectives and experiences, the challenges and facilitators that support young offenders’ return to school and a successful community transition after incarceration.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the interviews?",{"text":117,"@type":113},"The study included youth, parents, school personnel, parole/probation officers, and other community agency personnel involved in the reentry process.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings highlight as most important for reentry success?",{"text":121,"@type":113},"A key adult/mentor (transition specialist) was validated as important for school engagement, and strong working relationships within and across schools and agencies supported the reentry process.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595013,1792188802,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Stakeholders’ Perspectives of Reentry to School and Community for Young Offenders With Disabilities: An Ecological Approach  \nBehavioral Disorders 2021, Vol. 46(3) 175–186  \n© Hammill Institute on Disabilities 2019 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/0198742919891414](DOI: 10.1177/0198742919891414)[ ](DOI: 10.1177/0198742919891414)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nDeanne Unruh, PhD 1, Miriam Waintrup, MA 1, Charlotte Alverson, PhD 1, MaryJo Erickson, BA 1, and Caroline MaGee, MEd 1  \nAbstract  \nReentry services for young offenders need to be youth-focused and inclusive of the multiple entities that support a youth’s return to the community. The purpose of this study was to gain a better understanding from stakeholders’ perspectives, based on experience, to identify challenges and facilitators to support young offenders’ reengagement in school and successful return to their community postincarceration. Fifty-four qualitative interviews of key stakeholders involved in thereentry process were conducted across 4 years of a young offender with disabilities’ reentry program in the Northwest. Stakeholders included youth, parents, school personnel, parole/probation officers, and other community agency personnel. An ecological framework coding scheme was used to qualitatively analyze the interviews. Findings validate the importance a key adult/mentor (i.e., transition specialist) plays in a youth’s school engagement. In addition, developing strong working relationships within and across schools, juvenile services, and other key agency personnel was supportive of a young offender’s reentry process.  \nKeywords  \njuvenile justice, students with disabilities, transition-to-adulthood, young offenders, interagency collaboration  \nFormerly incarcerated youth have a high likelihood of continuing criminal behavior in adolescence and into young adulthood (Archwamety & Katsiyannis, 2000; Brameet al., 2018). Youth displaying criminal behavior will manifest continuing problems—at least to some degree—in their future work, school, and family endeavors as adults (e.g., Bullis et al., 2004; Carter, 2019) . Relative to continued criminal activity, at least 45% of youth offenders are likely to be arrested for another crime after release (Wilson et al., 2003) . Specifically, states have reported that slightly more than half of youth who are incarcerated recidivate within 1 year of release. Being a young offender is a strong predictor for school dropout (Kirk & Sampson, 2013; Na, 2017) or even returning to a school setting postrelease (Cavendish, 2014; Foley, 2001), with only 8% of young offenders earning any type of high school diploma in the 3 years postrelease (Foley, 2001) . Furthermore, arrested youth are more likely to have failed a grade and to have been enrolled in remedial or special education (Foley, 2001; Kirk & Sampson, 2013) . Quinn et al. (2005) found that the average of youth with disabilities across the United States involved in the juvenile justice system was 33%, with a range from 9.1% to 77.5%. Mitigating and attending  \nto these risks upon release from juvenile services may decrease continued criminality into adulthood.  \nRecent focus on reentry has led to broad recommendations for a set of coordinated efforts across agencies to address these risk factors (Carter, 2019; Cavendish, 2014; Johnson et al., 2017; Na, 2017) . For example, recommendations have included required school enrollment with attendance monitoring for postrelease juvenile services (Cavendish, 2014; Na, 2017). Unfortunately, there is no one juvenile services system as it varies by state, county, and potentially municipalities, resulting in a lack of a comprehensive system for how youth reentry occurs to support establishing collaboration between juvenile services, schools, and other community agencies. Currently, there are only set","cbCaitTq6Eg7wMos","https://ap.wps.com/l/cbCaitTq6Eg7wMos","pdf",472112,12,"English","# Abstract\n# Keywords\n# Study Context and Rationale\n# Reentry Recommendations and System Gaps\n# Stakeholder Collaboration and Evidence-Based Practices","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To understand, from stakeholders’ perspectives and experiences, the challenges and facilitators that support young offenders’ return to school and a successful community transition after incarceration.\"},{\"question\":\"Who participated in the interviews?\",\"answer\":\"The study included youth, parents, school personnel, parole/probation officers, and other community agency personnel involved in the reentry process.\"},{\"question\":\"What did the findings highlight as most important for reentry success?\",\"answer\":\"A key adult/mentor (transition specialist) was validated as important for school engagement, and strong working relationships within and across schools and agencies supported the reentry process.\"}]","Stakeholders’ Perspectives of Reentry to School and Community for Young Offenders With Disabilities: An Ecological Approach | PDF",1792080274]