Barriers to Engagement

• NCJ Number: 214035
• Author(s): Martin Stephenson; Jo Jamieson; Grainne McMahon; Carl Parsons; Ray Godfrey; Karen Flanagan; Judy Renshaw; Kate Bielby; Maree Adams; Ellie Sapsed
• Date Published: 2006
• Length: 19 pages
• Corporate Author: Youth Justice Board for England and Wales
• Sale Source: Youth Justice Board for England and Wales
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United Kingdom
• Note: Downloaded April 28, 2006.

Annotation

This British study identified barriers to delinquent youths' involvement in education, training, and employment and assessed the scope of the problem, the effectiveness of existing policies, the extent and success of innovative practices, and the strategic implications for future practice.

Abstract

The study found that only between 35 percent and 45 percent of youth in the youth justice system of England and Wales were receiving full-time education, training, or employment. Youth offending teams (YOTs) in the sample were having problems gaining access to such services for youth under their jurisdiction. Youth who were significantly less likely to be involved in full-time education, training, and employment were older (particularly those 16 years old); female; and had been in the care system, had literacy and/or math difficulties, had previous convictions, had been subject to more serious dispositions, and were more likely to reoffend. Practical barriers to education, training, and employment were the lack of such services specifically for problem youth, complex rules on benefits and allowances for such services, lack of continuity for the services between custody and the community, lack of support and specialist help for youth with special educational needs, and educators' unwillingness to address the causes of student behavioral problems. YOTs' suggestions for overcoming barriers include increasing the range of programs for youth with special needs and poor literacy and math skills, providing greater flexibility in the National Curriculum, the development of guidelines for the curriculum in alternative education programs and student qualifications, and the development of systems to evaluate personnel involved in alternative education. The research began in September 2003 and was completed in December 2004. Quantitative data obtained from YOTs consisted of a census of youths' education, training, and employment. Qualitative data were obtained from questionnaires and interviews with staff (n=41 and 54, respectively) and youth (n=50) in the youth justice system.