Social Justice and Juvenile Offenders: Examples of Fairness, Respect, and Access in Education Settings

Abstract

Abstract Youths involved in juvenile justice face unique barriers to educational and mental health services. This qualitative study illustrates social justice violations that are particularly salient for this population. Youths on probation, their mothers, and juvenile probation staff participated in interviews as part of a multisite study conducted in Texas and California. Interviews were coded using the Consensual Qualitative Research method. This study provides detailed examples of social justice components of fairness, respect, and access within school and juvenile justice settings. Implications for how schools could address these types of situations to promote fairness and decrease discrimination and stigma for youths with a criminal record who are trying to succeed in school are also discussed. Notes Note: The authors report to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this manuscript. Associate Editor David Shriberg served as action editor for this manuscript. aIf the participant gave examples that fit multiple categories, the statement was listed in both categories but not double counted as a separate statement in the total "any" column.