How Teachers Perceive Educational Programs in Juvenile Justice Facilities: Case Study

Connie Faye Mitchell, Liberty University

Document Type Article


The purpose of this case study was to understand teachers’ perspectives of educational programs in juvenile justice facilities. This information is valuable in assessing the needs of incarcerated juveniles and strengthening the educational programs provided to them. This case study utilized John Dewey’s social learning theory, which states that learning occurs through social interactions and hands-on approaches. This theory supports the case study of the interactions between the students and teachers while they are participating in academic and career and technology education (CATE) courses. The study sought to answer the following question: What are the teachers’ perceptions of online learning, core academic programs, the GED program, and the CATE program in a juvenile justice facility? To answer these questions, the perceptions of 12 teachers in the South Carolina Department of Juvenile Justice schools were discussed. The data sources were teacher interviews, focus groups and participant letters The results showed positive teacher perceptions of academic programs in juvenile justice facilities.