Advocacy for Incarcerated Youth : A Conversation With Peter Leone

Dr. Peter Leone is an internationally renowned researcher and advocate for incarcerated youth. Throughout his almost four decades at the University of Maryland, his expertise and research have influenced lawsuits related to the provision of education and special education services in juvenile corrections and paved the way for changes in policy and practice. Dr. Leone shared his reflections on his career, progress that has been made in juvenile justice education, urgent matters, future directions, and recommendations for future juvenile justice educators and researchers.Non peer reviewe

The solitary confinement of incarcerated American youth during COVID-19

Non peer reviewe

Inclusion in American and Finnish Schools : The Neglect of Youth with Emotional and Behavioral Disorders

Youth with emotional and behavioural disorders (EBD) are guaranteed the same right to inclusive education as other students with and without disabilities. While Finland and the United States (U.S.) are committed to the ideals of inclusion, evidence suggests that these students are often excluded. This paper discusses Finnish and U.S policies and practices that identify and 'push out' youth with EBD. Additionally, the quality of education in exclusive settings, including Finnish reform schools, U.S. alternative schools and day treatment/residential psychiatric facility schools, as well as (juvenile) correctional facilities in both countries, are discussed. Recommendations are provided for policy and practice that will promote access to inclusive education for these troubled youth.Peer reviewe

The Imperative of High-Quality Education in Juvenile Corrections : An Introduction to the Special Section

Non peer reviewe

The Council for Exceptional Children, Division of Emotional and Behavioral Health's Position Statement on Solitary Confinement

This document, from the Council for Exceptional Children, Division of Emotional and Behavioral Health (DEBH), provides clear and compelling support for the abolishment of solitary confinement with incarcerated youth and young adults in juvenile and adult correctional facilities. This is the first position statement from DEBH on the topic, and the information includes (a) a definition of solitary confinement, (b) discussion of its use, (c) an explanation of the impacts of solitary confinement on youth, (d) identification of systemic issues that perpetuate the use of solitary confinement, (e) an examination of U.S. laws concerning the use of solitary confinement, (f) a declaration of principles, and (g) recommendations for policy and practice.Peer reviewe

Alignment of school discipline with positive behavioural interventions and supports : The case of one disadvantaged urban South African Primary School

Background: Positive behavioural interventions and supports (PBIS) is a framework that aligns with the South African Department of Education’s Alternatives to Corporal Punishment. Aim: The aim of this study is to provide a snapshot of the extent to which policies and practices in a disadvantaged South African primary school align with PBIS. Setting: The study was conducted at a South African primary school with grades kindergarten to Grade 7 in an urban disadvantaged community. Methods: Twenty-eight teachers, administrators and non-educational school staff completed a survey that addressed: (1) common behaviour problems; (2) the extent to which the school implements five core features of PBIS and (3) the existence of a crisis prevention and intervention plan. Results: In this disadvantaged school, there is little evidence that (1) a cohesive, evidence-based schoolwide behaviour plan exists that includes multi-tiered systems of support; (2) staff have the expertise to implement a positive and proactive behaviour plan or are provided adequate professional development; (3) staff follow the plan and are held accountable for following it and (4) a representative leadership team provides oversight and direction regarding the plan by using learner behaviour data. Conclusion: The results indicate that there is a lack of multi-tiered systems of behavioural support and a continued reliance on reactive and punitive approaches to learner behaviour. Moreover, staff do not adhere to the schoolwide behaviour plan, are not held accountable for doing so, and need training in key areas of behaviour management.Peer reviewe

Education and rehabilitation of incarcerated youth during COVID-19 : Views of state level administrators

The present study addresses the complexities of providing education and rehabilitation to incarcerated youth during the COVID-19 crisis. A total of three state-level administrators, one supervisor for juvenile residential services health care, and one medical director of state detention centers from three states completed a survey focusing on the key domains of education, physical safety, mental health support, social support, support for physical health, and information sharing. With each domain, respondents were queried on the adequacy and basis of policies, as well as monitoring of compliance with policies and barriers to compliance. The state officials then each participated in two 45-minute interviews. Results indicate that the survey respondents found policies to be adequate across domains. Interview findings yielded across-state themes of learned capability and collaboration and/or cooperation. Additional results, as well as implications for research and practices, are discussed.Peer reviewe