Teachers’ Perspectives on Curriculum Impact: Supporting Student Success Within and Beyond the Juvenile Justice System

• In Event: Educational Battles and Bridges: Media, Curriculum, and Civic Engagement Across Contexts

Abstract

This paper investigates teachers’ perceptions of the effectiveness and applicability of the curriculum in supporting student success both within the juvenile justice classroom and in preparing students for life beyond it. Using Bronfenbrenner’s (1979) Ecological Systems Theory as a guiding framework, researchers conducted semi-structured interviews with five teachers working in DJJ settings. Analysis revealed that teachers emphasized the need for curriculum to reflect the lived experiences of justice-involved youth, relied on their own expertise and adaptable instructional approaches to address students’ varied needs, and recognized the significant impact of facility culture on teaching and learning. These findings highlight the importance of developing responsive, contextually informed curricular within juvenile justice education.

Authors

• Emily McConnaughy, University of South Florida - St. Petersburg

• Allahon Marbra, University of South Florida