How can we support a sense of belonging in the school community for children and young people with youth justice involvement?

Abstract

Overarching abstract This thesis explores young people (YP) with Youth Justice (YJ) involvement’s lived experiences of belonging within their school communities. It is comprised of four chapters: a Systematic Literature Review (SLR), a methodological and ethical critique, an empirical research project, and a reflective synthesis. Chapter 1 The SLR reported in this chapter explores existing research about YP with YJinvolvement’s experiences of education through a meta-ethnography. Five papers exploring the perspectives of YP attending court-ordered residential placements or from health perspectives (Forensic Child and Adolescent Mental Health and Speech and Language) were synthesised. Findings were discussed in light of narrative principles. The constraining impact of dominant societal narratives that inform systems, tools and processes intended to support YP was highlighted. Dominant narratives seemingly informed stories others hold about YP with YJ-involvement and impact upon YP’s stories about themselves as agentic in their own lives, and YP’s sense of belonging within their communities. This chapter identified the constraining impact of narratives that reinforce punitive approaches on YP’s sense of belonging in their school communities. Chapter 2 This chapter aims to bridge the meta-ethnography detailed in chapter one and the empirical project in chapter three. Philosophical assumptions and the rationale for the chosen narrative methodology employed in chapter three are explored. Key ethical considerations that underpinned my decision-making throughout this thesis are also discussed. Chapter 3 Reviewing the current literature identified a gap in understanding the experiences of YP with YJ-involvement whilst still attending mainstream and alternative provisions. This chapter reports an empirical project involving three YP with YJ-involvement. A narrative inquiry of their experiences of belonging within the school community is detailed through semi-structured interviews, exploring positive experiences, hindering factors, and the YP’s hopes for change. Findings are discussed in relation to relevant existing literature. These findings have implications for educationalists, including Educational Psychologists. Chapter 4 This chapter provides a reflective commentary detailing my professional and academic learning throughout this research project. The implications for future research and in my practice are also discussed.