The impact of the secure custodial setting on re-engaging incarcerated children with education and learning – A case study in the UK |
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| Institution: | 1. Section of Forensic Mental Health, Division of Psychiatry and Applied Psychology, University of Nottingham, Institute of Mental Health, Triumph Road, Nottingham NG7 2TU, United Kingdom;2. Nottinghamshire Healthcare NHS Foundation Trust, Institute of Mental Health, Triumph Road, Nottingham NG7 2TU, United Kingdom;3. Unitat Polivalent de Psiquaitria Quatre Camins, Penitentiary Psychiatry, Parc Sanitari Sant Joan de Deu, Sant Boi de Llobregat, Barcelona, Spain;4. Helsinki University Hospital Psychoses and Forensic Psychiatry Vanha Valtatie 198, 04500 Kellokoski, Finland & Vanha Vaasa Hospital Vierinkiventie 1, 65380 Vaasa, Finland;5. Department of Forensic Psychiatry, Institute of Psychiatry and Neurology, 9 Sobieskiego St., 02-957 Warsaw, Poland;6. The Pompe Foundation, Forensic Psychiatric Centre Pompestichting, Nijmegen, Netherlands;7. Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, Netherlands;1. Banco de la República, Bogotá, Colombia;2. Banco de la República, Cartagena, Colombia;3. Departamento Nacional de Planeación, Colombia;4. Ministerio de Educación Nacional, Colombia;1. Department of Sociology, University of Toronto, 1624 Bloor St Unit #20, Mississauga, Ontario, L4X2S2, Canada;2. Department of Sociology, University of Wisconsin-Eau Claire, United States;3. School of Social Work and CrimInal Justice, University of Wisconsin-Eau Claire, United States;4. University of Toronto Mississauga, Canada |
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| Abstract: | As many as 90 % of incarcerated children and young people enter the secure setting disengaged from education. The nature of the secure custodial setting compounds the complex and challenging needs of the children, though efforts to understand this are limited. This paper reports on an ethnographic case study in one secure children’s home in England. Findings show that children can be re-engaged with education, relatively easily within a short space of time, given the right conditions. However, the secure setting was a defining feature, shaping the extent of this engagement. The implications of these findings are discussed and recommendation made. |
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| Keywords: | Incarcerated youth Education and incarceration Engagement and education Education in custody |
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