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The Ins and Outs: How Principals Can Smooth Transitions Between School and Juvenile Justice Centres

Part of: AJSIE Special Education Perspectives

Published online by Cambridge University Press:  08 October 2018

Sue C. O'Neill Open the ORCID record for Sue C. O'Neill [Opens in a new window]  and
Therese M. Cumming Open the ORCID record for Therese M. Cumming [Opens in a new window]
Sue C. O'Neill*
Affiliation:
UNSW Sydney, Australia
Therese M. Cumming
Affiliation:
UNSW Sydney, Australia
*
Correspondence: Sue C. O'Neill, School of Education, John Goodsell Building, UNSW Sydney, NSW 2052, Australia. Email: [email protected]
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Abstract

Researchers note that the transitions of secondary students with disability in and out of the juvenile justice system are problematic for both the young person and leadership teams of their sending and receiving schools. Much of the literature focuses on barriers to successful transitions; however, there are some accounts of positive transition practices. In this article, we identify these positive practices and outline the steps school principals and executives involved in transitioning secondary school students with disability in and out of juvenile justice settings can take to smooth the way and improve student outcomes for this vulnerable population.

Keywords

juvenile justicetransitionsprincipals
Type
Special Education Perspectives
Information
Australasian Journal of Special and Inclusive Education , Volume 42 , Issue 2 , December 2018 , pp. 158 - 170
Copyright
Copyright © The Author(s) 2018 

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Footnotes

* This manuscript was accepted under the Editorship of David Paterson.

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