‘Challenging’ educational journeys: how do children and young people experience education in prison and secure settings?

Abstract

Every child, including those in prison and secure settings, has the right to an education. While existing research often focuses on education’s role in reducing reoffending, there is a gap in the literature concerning children and young people’s (CYP’s) experience of education in these contexts. In this thesis, I explore CYP’s views and experiences of education in prison and secure settings through two research enquiries, with the aim of understanding what makes a meaningful education for these CYP.
In Chapter Two, I describe a systematic review and thematic synthesis of ten studies that explored how CYP, aged 18 and under, experience education in prison and secure settings. Qualitative and mixed-method studies were included. I inferred that CYP felt hopeful that education could transform their lives. However, they also experienced psychological discomfort because of their conflicting identities and complex power relations.
In Chapter Three, I describe an empirical study in which eight males aged 16-18 from a YOI in England participated in semi-structured interviews facilitated using person-centred tools based on personal construct psychology. Interpretative Phenomenological Analysis was employed to analyse the data. CYP experienced both feelings of helplessness and hope in education within a YOI. Supportive relationships had the potential to foster hope, while their absence contributed to feelings of helplessness. It was inferred that, for these CYP, education was meaningful when relational support enabled them to feel hopeful and work towards their goals.
The findings of both research enquiries are discussed in relation to their implications, strengths, and limitations, with recommendations offered to guide future research and practice.

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Identifiers

ORCID for Alana Gallacher: orcid.org/0009-0002-7609-2389

ORCID for Colin Woodcock: orcid.org/0000-0002-9424-8466

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