“Never give up.” Adjudicated girls’ school experiences and implications for academic success

Authors

Laura M. Hopson, The University of AlabamaFollow
Jennifer L. Kenney, California State University, SacramentoFollow
Wesley T. Church II, Springfield CollegeFollow
Jill Beck, University of Alabama School of Social WorkFollow

Keywords

Incarcerated Youth, Girls, Academic Outcomes, Social Services in Schools

Abstract

There is limited literature on best practices for promoting academic success for adjudicated girls. The goal of this qualitative study was to elicit information about the educational experiences of female juvenile offenders within a residential facility. Interviews with 10 girls and two teachers were audio-recorded and transcribed. Data were analyzed for narratives pertaining to success stories and challenges the girls faced in educational settings. Themes were: Barriers in school; Individual Characteristics that Promote Success; Coping Skills; Relationships that Promote Success; School Environments that Promote Success; Transitioning to Traditional Schools. Findings inform strategies to promote academic success for detained youth. The authors discuss implications for school social workers and other school-based behavioral health providers.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.

Recommended Citation

Hopson, Laura M.; Kenney, Jennifer L.; Church, Wesley T. II; and Beck, Jill (2022) "“Never give up.” Adjudicated girls’ school experiences and implications for academic success," International Journal of School Social Work: Vol. 7: Iss. 1. https://doi.org/10.4148/2161-4148.1060