Stakeholders’ Perspectives of Reentry to School and Community for Young Offenders With Disabilities: An Ecological Approach

Abstract

Reentry services for young offenders need to be youth-focused and inclusive of the multiple entities that support a youth’s return to the community. The purpose of this study was to gain a better understanding from stakeholders’ perspectives, based on experience, to identify challenges and facilitators to support young offenders’ reengagement in school and successful return to their community postincarceration. Fifty-four qualitative interviews of key stakeholders involved in the reentry process were conducted across 4 years of a young offender with disabilities’ reentry program in the Northwest. Stakeholders included youth, parents, school personnel, parole/probation officers, and other community agency personnel. An ecological framework coding scheme was used to qualitatively analyze the interviews. Findings validate the importance a key adult/mentor (i.e., transition specialist) plays in a youth’s school engagement. In addition, developing strong working relationships within and across schools, juvenile services, and other key agency personnel was supportive of a young offender’s reentry process.

Introduction to the Special Series on Behavioral Disorders and Juvenile Justice: Facilitating Effective Reentry Into School and Community

“…Strong working relationships within and across schools, juvenile services, and other key stakeholders are critical for reentry success. Unruh and colleagues (2021) conducted 54 qualitative interviews of key stakeholders involved in a young offender with disabilities reentry program. Stakeholders included youth, parents, school personnel, parole/probation officers, and other community agency personnel.…”