| Many have labeled the youth residing in detention homes as the forgotten children of society. Education in a detention home can be a catalyst for restoring troubled youth to the right track. However, most detention home education programs and educators are isolated, unregulated, and operated with minimal guidance from either the state or local school districts. Youth in detention centers have a high concentration of diverse needs and require different types of academic interventions to guide them. Their instructors require coping skills to assist them with the unique challenges occurring with such a diverse population. The study identifies how correctional educators may meet the challenges and provide an adequate education for students at short-term, pre-adjudicated facilities known as detention facilities. The purpose of this grounded theory study was to identify the perceptions educators face in designing optimal education programs, coping skills, learning standards and curriculums, and the knowledge and skills detention home educators must have to be effective in implementing optimal teaching strategies and academic interventions. Fourteen detention home educators located in Southern, Central, and Northwestern Illinois were purposely selected to participate. From the findings, many themes were identified and the findings suggest a lack of adequate national, state, and local guidance; technology and resources; professional development; and detention home educator interaction opportunities. |
