Young people transitioning out of the justice system often encounter numerous obstacles as they reintegrate into their communities and education systems. Sarup Mathur, a professor at Arizona State University, emphasizes the importance of education, supportive relationships, and coordinated services to facilitate this process.
Focus on Supportive Relationships
Mathur, who holds the Ryan C. Harris Professorship in Special Education and serves as the associate dean for scholarly advancement at the Mary Lou Fulton College for Teaching and Learning Innovation, has focused her research on how to improve outcomes for justice-involved youth. She has authored over 120 works in this field and recently collaborated with Heather Griller Clark on an article that offers strategies to enhance educational access for these young people.
In light of Youth Justice Action Month, Mathur highlighted that a successful transition for youth requires a strong support network. She noted that education is not sufficient on its own; young people also need stable relationships, mental health support, and connections to their families and communities. Furthermore, she stressed that planning for a young person’s return to the community should begin immediately upon their entry into a facility.
Early Interventions in Schools
Mathur pointed out that schools play a critical role in preventing youth from entering or returning to the justice system. She stated that early indicators of a student struggling—such as poor attendance and behavioral changes—should prompt intervention rather than punishment. Schools can create supportive environments by fostering caring relationships and providing mental health resources.
Additionally, she emphasized the significance of promptly enrolling students returning from juvenile facilities, ensuring that their records and individualized education plans are seamlessly transitioned. The initial month following their release is crucial, and having a trusted adult to assist them can significantly impact their reintegration.
Creating Supportive Learning Environments
According to Mathur, effective learning environments in juvenile facilities should resemble real schools rather than punitive settings. Educators should be attuned to the challenges faced by these students, including trauma and educational setbacks. She noted that when teachers build relationships and maintain high expectations, students are more likely to engage positively in their education.
Mathur’s research indicates that connecting educational opportunities in facilities to future life prospects is essential for youth, equipping them with the skills and credentials necessary for post-release success.
Lessons from Reentry Programs
Through federally funded initiatives such as Project Re-Entry Intervention and Support for Engagement (RISE), Mathur has learned that successful reentry hinges on relationships and continuity of support. This project has helped youth to create transition plans and connect with educational and employment resources, with positive outcomes linked to early engagement in school or community activities.
Mathur is also dedicated to preparing future leaders in education, disability, and juvenile justice. She co-leads a project that supports doctoral students across multiple universities, equipping them with the knowledge to create supportive environments for at-risk youth. Furthermore, she has facilitated internships for high school students, providing them insights into community systems that assist justice-involved youth.
Source: Arizona State University
