Understanding justice-involved youths’ educational engagement: professional perspectives on motivation, access and educational re-engagement.

Education is seen as a form of desistance, but the educational outcomes and experiences of justice-involved youths (JIYs) remain poorly understood. It's unclear what effective reintegration looks like during and after their time with the youth justice system (YJS). This study explored JIYs' educational experiences from staff perspectives, including Educational Psychologists, SEN Teachers, and Youth Justice Officers. Using qualitative methods, data from 14 participants were collected through semi-structured interviews and analysed via Reflexive Thematic Analysis (RTA). Three main themes were formulated: (1) Educational exclusion as a cumulative process, which highlights how unrecognised or undiagnosed learning needs contribute to punitive educational experiences; (2) Trust as the foundation for engagement, which emphasises the importance of trusting relationships and effective collaboration; and (3) Re-engagement through responsive educational experiences, which demonstrates the value of flexible educational pathways and addressing systemic barriers. Using frameworks like Ecological Systems Theory (EST) and Self-Determination Theory (SDT), the study highlights the importance of positive, trusting relationships in supporting JIYs’ educational access, motivation to engage, and promoting educational re-engagement. These findings have practical implications for professionals working with JIYs, particularly educational psychologists, who can develop and foster relationships that support JIYs across multiple systems, including family, school and the YJS.