The impact of the secure custodial setting on re-engaging incarcerated children with education and learning - a case study in the UK

Shafi, Adeela ORCID: 0000-0002-6265-5024 (2020) The impact of the secure custodial setting on re-engaging incarcerated children with education and learning - a case study in the UK. International Journal of Educational Development, 76. p. 102190. doi:10.1016/j.ijedudev.2020.102190

Preview

Text (Peer reviewed version) 8295-Shafi(2020)-The impact-of-the-secure-custodial-setting.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. Download (786kB) | Preview

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.

Item Type:	Article
Article Type:	Article
Additional Information:	Special Issue: Children’s Education in Secure Custodial Settings: Towards a Global Sharing of Effective Policy and Practice
Uncontrolled Keywords:	Education; Young offenders; Secure settings
Related records:	The impact of the secure custodial setti...
Subjects:	H Social Sciences > HV Social pathology. Social and public welfare. Criminology. > HV7231 Criminal justice administration > HV7431 Prevention of crime, methods, etc. L Education > LC Special aspects of education
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Society and Learning
Depositing User:	Anne Pengelly
Date Deposited:	14 May 2020 09:02
Last Modified:	31 Aug 2023 08:43
URI:	https://eprints.glos.ac.uk/id/eprint/8355

University Staff: Request a correction | Repository Editors: Update this record