Identifying Barriers to and Facilitators for Educational Inclusion for Young People Who Offend

Autor/in	Twells, Jenny
Titel	Identifying Barriers to and Facilitators for Educational Inclusion for Young People Who Offend
Quelle	In: Educational & Child Psychology, 37 (2020) 1, S.84-100 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Underachievement; Delinquency; Youth; Barriers; Inclusion; Foreign Countries; Nontraditional Education; Special Needs Students; Interpersonal Communication; Interpersonal Relationship; At Risk Persons; Access to Education; Mainstreaming; Blacks; Males; Training; Postsecondary Education; Employment Level; Parent Participation; Place of Residence; United Kingdom (London) + Suchen Sie Ihr Suchwort? Performance deficiency; Leistungsschwäche; Kriminalität; Jugend; Jugendlicher; Jugendalter; Inklusion; Ausland; Non-traditional education; Alternative Erziehung; Sonderpädagogischer Förderbedarf; Interpersonale Kommunikation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Risikogruppe; Education; Access; Bildung; Zugang; Bildungszugang; Black person; Schwarzer; Male; Männliches Geschlecht; Ausbildung; Post-secondary education; Tertiäre Bildung; Beschäftigungsgrad; Elternmitwirkung; Wohnort
Abstract	Aim: The purpose of this study was to identify the reasons for educational underperformance amongst youth offenders and explore how to increase their successful participation and reintegration back into education. It also aimed to identify facilitators and barriers to inclusion and diversity at various systemic levels, such as society and education for this vulnerable group of young people. Method/Rationale: Educational outcomes for youth offenders are frequently poor at a time when qualifications and good literacy and numeracy skills are increasingly important for employment. This study retrieved the Youth Offending Service (YOS) data on the educational needs, uptake and provision of 283 youth offenders within one Local Authority (LA) and, through interviews with adult providers and young people, explored the barriers and facilitators for youth offenders' engagement in education. Findings: The majority of those of school age (N=124) were educated at a Pupil Referral Unit (PRU), while the majority of those above school age (N=159) had no provision recorded. Of those of school age, 19 per cent had a Statement of Special Educational Needs recorded (now an Education and Health Care Plan, or EHCP), 33 per cent had no EHCP, and for 48 per cent this information was missing. Interviews with providers and young people identified a common thread relating to the importance of strong and stable relationships. Poor communication at all levels of the system was frequently cited as a problem, but where supportive networks existed, these facilitated positive educational outcomes. Limitations: The quantitative data describes a picture of high need but there is also a lack of available information in particular areas (such as where and if young people are in education). Conclusions: This study reinforces the idea that services can improve when there is a good and coherent professional system with effective working relationships, as these are key to supporting this vulnerable group of young people. The Educational Psychologist (EP) is well placed to provide a supportive role at all levels of the system, and to improve educational outcomes and inclusion for youth offenders. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01