A Systematic Literature Review of Student Voice Educational Research in Juvenile Correctional Facilities

Authors

  • Emily K. Tanner University of South Alabama, College of Education and Professional Studies, Department of Leadership and Teacher Education Author
  • Kris Varjas Georgia State University, College of Education and Human Development, Department of Learning Sciences Author
  • David E. Houchins Georgia State University, College of Education and Human Development, Department of Learning Sciences Author
  • Andrew T. Roach Georgia State University, College of Education and Human Development, Department of Learning Sciences Author
  • Rubia Anderson Georgia State University, College of Education and Human Development, Department of Learning Sciences Author

DOI:

https://doi.org/10.52935/26.20114.8

Keywords:

Systematic Literature Review, Student Voice, Intervention, Juvenile Justice

Abstract

Little is known about the effective use of evidence-based academic interventions in juvenile correctional facilities (JCF; Public Law 115-385). One consideration in identifying evidence-based practices is taking students' perspectives into account. This literature review analyzed peer-reviewed studies published in English between January 1975 and 2024 that focus on the academic experiences of students incarcerated in long-term JCF within the United States. Included studies focused on academics (e.g., literacy, writing, mathematics, history, or science), and incorporated student voice through direct data collection methods (e.g., interviews, surveys, focus groups) or involved students in the research process (e.g., planning, data collection, analysis, or writing). The review integrates findings that foreground the views and participation of incarcerated students in academic research, highlighting gaps and directing future inquiry into student-centered academic methods in juvenile justice settings. The characteristics of the studies and how researchers assessed and utilized the student voice data are discussed. 

Author Biographies

  • Emily K. Tanner, University of South Alabama, College of Education and Professional Studies, Department of Leadership and Teacher Education

    Emily K. Tanner graduated with her PhD in special education from Georgia State University in the Department of Learning Sciences. Her areas of interest include student voice research within marginalized population and alternative education intervention practices for youth with high incidence disabilities.

  • Kris Varjas , Georgia State University, College of Education and Human Development, Department of Learning Sciences

    Kris Varjas is a Distinguished University Professor and the Associate Dean for Research and Doctoral Studies. Her research focuses on school- and community-based research, bullying, school safety, school climate, and mental health prevention and intervention.

  • David E. Houchins, Georgia State University, College of Education and Human Development, Department of Learning Sciences

    David E. Houchins is a Distinguished University Professor in the Department of Learning Sciences at Georgia State University. His research focuses on academic and behavioral strategies for secondary youth with high incidence disabilities in alternative school settings.

  • Andrew T. Roach, Georgia State University, College of Education and Human Development, Department of Learning Sciences

    Andy T. Roach is a Professor in the Department of Counseling and Psychological Services at Georgia State University. His research focuses on establishing inclusive educational programs and practices, mindfulness, and contemplative practices in educational and community contexts.

  • Rubia Anderson, Georgia State University, College of Education and Human Development, Department of Learning Sciences

    Rubia Anderson is a clinical assistant professor in the Department of Learning Sciences at Georgia State University. She is engaged in special educator preparation through instruction of pre-service and in-service teachers on knowledge of students with disabilities and evidence-based teaching practices.

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Published

08/31/2026

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Vol. 40 No. 1 (2026): JAJJS 2026 Issue

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A Systematic Literature Review of Student Voice Educational Research in Juvenile Correctional Facilities. (2026). Journal of Applied Juvenile Justice Services, 40(1). https://doi.org/10.52935/26.20114.8

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