Defense Date

7-31-2025

Graduation Date

Fall 12-19-2025

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Educational Studies (General Education)

School

School of Education

Committee Chair

Rick McCown

Committee Member

Franny Serenka

Committee Member

Sylvester Hanner

Keywords

Reentry, School, Suspension, Adjudication, Juvenile Justice, Equity, Probation

Abstract

Abstract

This qualitative dissertation explores the systemic barriers faced by adjudicated and long-term suspended youth during their reentry into the public school system, focusing on a local urban community in Pennsylvania. Through the lens of Institutional Complexity Theory, this study examines how interagency disconnection, implicit bias, inequitable disciplinary practices, and inadequate support structures contribute to the marginalization of historically underserved students, particularly Black youth, students with disabilities, and those from low-income households.

The research is driven by two central questions:

(1) What are the barriers for adjudicated youth during the reentry process?

(2) How can the home school reentry process be improved?

Employing a qualitative methodology grounded in empathy interviews, this study centers the voices of three adult males who navigated reentry and achieved personal and academic success despite the obstacles associated with the reentry process. These participants are framed as “Bright Spots” or “positive deviants” whose lived experiences highlight the systemic failures and the sources of resilience that shaped their trajectories. Findings from interviews with these study participants, supported by academic research references, revealed nine key themes across two domains: (a) barriers to successful reentry and (b) supportive reentry elements.

Barriers to successful reentry included

- instability within the household,

- trauma manifesting as anger and detachment,

- clashes with school authority,

- systemic gaps in communication and support, and

- social capital associated with suspension and adjudication.

Conversely, supportive reentry elements included

- the positive role of sports mentorship,

- evidence of individual resilience and growth,

- the need for structured and individualized reentry plans, and

- the importance of welcoming, trauma-informed environments.

Emotion coding and analytic memoing were used to capture the participants’ psychological and emotional responses to their reentry experiences. These emotional insights ranging from anger, fear, and isolation to hope, pride, and resilience underscore the depth of impact that systemic neglect and interpersonal stigma can have on youth reintegration.

This study contributes to a critical yet under examined area within educational leadership and juvenile justice discourse. It emphasizes the urgency of coordinated, equity-centered practices that dismantle punitive cultures and instead prioritize holistic, restorative, and individualized approaches to student reintegration. Policy and leadership recommendations include

- formalizing school reentry planning,

- improving cross-agency collaboration,

- training school personnel in trauma-informed care, and

- investing in early intervention and community-based support.

By centering the lived experiences of youth, this research demands a reframing of reentry not as simply a return to school, but as a transformative process requiring commitment, empathy, and systemic change.

Language

English

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