School of Education
Tammy L. Hughes
Laura M. Crothers
Jeffrey A. Miller
Juvenile justice, school psychology, juvenile justice reentry, best practices for reentry, life outcomes, school preparedness
Adolescents who are involved with the juvenile justice system encounter setbacks, stigma, and other increased risk factors that negatively impact their future life outcomes. Schools, and in turn school psychologists, are in the unique position of being able to provide effective services for these adolescents. Previous research has identified many practices that schools can implement to improve the academic, social, and vocational prospects of adolescents entering their districts from a juvenile justice placement. This study sought to understand the role of school psychologists in this transition by assessing their recommendations for and opinions of students involved with juvenile justice. Results indicated that multiple best practices are not recommended or deemed feasible by the majority of school psychologists. Additionally, their responses sustained the pattern previously found in literature indicating that while school psychologists feel their districts have the ability to meet these students’ needs, these adolescents may continue to have poor life outcomes. Considerations including the implications for the field of school psychology, future research opportunities, and potential limitations are also discussed.
Wuenschell, E. (2023). ASSESSING SCHOOL PSYCHOLOGISTS’ PERSPECTIVE OF STUDENTS ENTERING A SCHOOL DISTRICT FROM JUVENILE DETENTION FACILITIES (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/2174