As many as 85 percent of students in juvenile justice are said to have some type of learning disability (National Council on Disability, 2015). A root cause analysis of indicators across societal systems reveals a pattern or chain of events which lead to this contemptible outcome. A contemptible outcome that represents the detriment of millions of children and families used to feed a cycle that erode the emotional and mental wellbeing not only of individuals, but the societies in which they live; not only erodes emotional and mental wellbeing but stands as a hallmark for the devaluing of human life. A contemptible outcome that must be interrupted. Research and best practices are available to disrupt this alarming statistic and with it reduce the number of students ever becoming systems-involved with juvenile justice. Using a synthesis of research and review of best practices, this article identifies problems, offers insights and strategies for intervention, revealing a solution that could put an end to the school-to-prison pipeline.
Original Research Article
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Number of Tables
Number of Words
Bonk, I. T. (2022). Reforming Juvenile Justice Requires Innovating Equity in Education. Journal of Restoration, Rehabilitation, and Reentry, 2022(1), 64-82. Retrieved from https://digitalcommons.wou.edu/jr3/vol2022/iss1/5