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.

References

Abram, K. M., Teplin, L. A., & McClelland, G. M. (2003). Comorbidity of severe psychiatric disorders and substance use disorders among women in jail. American Journal of Psychiatry, 160(5), 1007-1014. https://doi.org/10.1176/appi.ajp.160.5.1007

Beaudry G, Yu, R, Långström N, & Fazel S. (2021), An updated systematic review and meta-regression analysis: Mental disorders among adolescents in juvenile detention and correctional facilities. Journal of the American Academy of Child and Adolescent Psychiatry, 60(1), 46-60. https://doi:10.1016/j.jaac.2020.01.015

Bourke, R., & Loveridge, J. (2018). Radical collegiality through student voice: Educational experience, policy, and practice. Springer Singapore.

Cates, R., Madigan, M., & Reitenauer, V. (2018). ‘Locations of possibility’: Critical perspectives on partnership. International Journal for Students as Partners, 2(1), 33-46. https://dx.doi.org/10.15173/ijsap.v2i1.3341

Chow, J. C., Wallace, E. S., Senter, R., Kumm, S., & Mason, C. Q. (2022). A systematic review and meta-analysis of the language skills of youth offenders. Journal of Speech, Language, and Hearing Research, 65(3), 1166–1182. https://doi.org/10.1044/2021_JSLHR-20-00308

Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4) 3-14. https://doi.org/10.3102/0013189X031004003

Cook-Sather, A. (2006). Sound, presence, and power: Exploring “student voice” in educational research and reform. Curriculum Inquiry, 36(4), 359-390. https://www.jstor.org/stable/4124743

Cook-Sather, A. (2018). Tracing the evolution of student voice in educational research. In R. Bourke & J. Loveridge (Eds.), Radical collegiality through student voice: Educational experience, policy, and practice (pp. 17–38). Springer. https://doi.org/10.1007/978-981-13-1858-0_2

Common, E. A., & Lane, K. L. (2017). Social validity assessment. In J. K. Luiselli (Ed.), Applied behavior analysis advanced guidebook: A manual for professional practice (pp. 73–92). Academic Press. https://doi.org/10.1016/b978-0-12-811122-2.00004-8

Cumming, M. M., Bettini, E., Pham, A. V., & Park, J. (2020). School-, classroom-, and dyadic-level experiences: A literature review of their relationship with students’ executive functioning development. Review of Educational Research, 90(1), 47–94. https://doi.org/10.3102/0034654319891400

Davis, L. M., Steele, J. L., Bozick, R., Williams, M. V., Turner, S., Miles, J. N., Saunders, J., & Steinberg, P. S. (2014). How effective is correctional education, and where do we go from here? The results of a comprehensive evaluation. Rand Corporation. https://doi.org/10.7249/RR564

Drakeford, W. (2002). The impact of an intensive program to increase the literacy skills of youth confined to juvenile corrections. Journal of Correctional Education, 139-144. https://www.jstor.org/stable/41971101

Every Student Succeeds Act of 2015, 20 U.S.C. § 6301 et seq. (2015).

Fazel, S., Doll, H., & Langstrom, N. (2008). Mental disorders among adolescents in juvenile detention and correctional facilities: A systematic review and meta-regression analysis of 25 surveys. Journal of the American Academy of Child & Adolescent Psychiatry, 47(9), 1010-1019. https://doi.org/https://www.lww.com/product/?0890-8567

Gagnon, J. C., Mason-Williams, L., Griller Clark, H., LaBelle, B., Mathur, S. R., & Leone, P. E. (2022). Providing high-quality education in juvenile corrections: Next steps. American Journal of Orthopsychiatry, 92(4), 429–441. https://doi.org/10.1037/ort0000612

Gagnon, J. C., & Barber, B. R. (2010). Characteristics of and services provided to youth in secure care facilities. Behavioral Disorders, 36(1), 7–19. https://www.jstor.org/stable/43153826

Gillett-Swan, J., & Baroutsis, A. (2023). Student voice and teacher voice in educational research: A systematic review of 25 years of literature from 1995–2020. Oxford Review of Education, 49(6), 728–746. https://doi.org/10.1080/03054985.2023.2257132

Gonzalez, T. E., Hernandez-Saca, D. I, & Artiles, A. J. (2017). In search of voice: Theory and methods in K-12 student voice research in the US, 1990–2010. Educational Review, 69(4): 451–473. https://doi.org/10.1080/00131911.2016.1231661

Hawkins, M., Lang, A., & Robson, K. (2019). A call for research and action at the intersection of youth, education, and health equity: Introduction to the special issue. Journal of School Health, 89(8), 595-597.https://doi.org/10.1111/josh.12659

Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179. https://doi.org/10.1177/001440290507100203

Houchins, D. E., Jolivette, K., Shippen, M. E., & Lambert, R. G. (2010). Advancing high-quality literacy research in juvenile justice: Methodological and practical considerations. Behavioral Disorders, 36(1), 7–19.

Houchins, D. E., Gagnon, J. C., Lane, H. B., Lambert, R. G., & McCray, E. D. (2018). The efficacy of a literacy intervention for incarcerated youths. Residential Treatment for Children & Youth, 35(1), 60-91. https://doi.org/10.1080/0886571X.2018.1448739

Houchins, D. E., Lambert, R. G., Henrich, C., & Gagnon, J. C. (2024). A research-based literacy instruction MTSS for juvenile correctional facilities. Behavioral Disorders. 49(3), 160–172. https://doi.org/10.1177/01987429231225633

Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004).

Kearley, A., Kudesey, C. L., Jolivette, K., & Sanders, S. (2021). Combining social-emotional learning and youth voice: Improving youth treatment and programming engagement in juvenile facilities. Journal of Correctional Education, 72(1), 43–58. https://www.jstor.org/stable/27042235

Kirshner, B., & Pozzoboni, K. (2011). Student interpretations of a school closure: Implications for student voice in equity-based school reform. Teachers College Record, 113(8): 1633–1667. https://doi.org/10.1177/016146811111300803

Krezmien, M., Hunter, A., Clark, H. G., Mathur, S. R., & Grayson, A. (2023). An exploration of STEM knowledge and interest in justice-involved youth. Journal of Correctional Education, 74(3), 49–70. https://www.jstor.org/stable/48756315

Leko, M. M., Cook, B. G., & Cook, L. (2021). Qualitative methods in special education research. Learning Disabilities Research & Practice, 36(4), 278-286. https://doi.org/10.1111/ldrp.12268

Mager, U., & Nowak, P. (2012). Effects of student participation in decision-making at school. A systematic review and synthesis of empirical research. Educational Research Review, 7(1), 38–61.https://doi.org/10.1016/j.edurev.2011.11.001

McCray, E. D., Ribuffo, C., Lane, H., Murphy, K. M., Gagnon, J. C., Houchins, D. E., & Lambert, R. G. (2018). “As real as it gets”: A grounded theory study of a reading intervention in a juvenile correctional school. Child & Youth Care Forum, 47(2), 259–281. https://doi.org/10.1007/s10566-017-9429-7

Mitra, D. L., & Gross, S. J. (2009). Increasing student voice in high school reform: Building partnerships, improving outcomes. Educational Management Administration & Leadership, 37(4), 522–543. https://doi.org/10.1177/1741143209334577

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(6), https://doi.org/10.1371/journal.pmed1000097

Myers, R. R. (2015). Barriers, blinders, and unbeknownst experts: Overcoming access barriers to conduct qualitative studies of juvenile justice. The Prison Journal, 95(1), 66–83. https://doi.org/10.1177/0032885514563279

Pitzel, A., Sanders, S., Jolivette, K., J. Hackney, A., & Virgin, A. S. (2024). Self-regulated strategy development: Connecting persuasive writing to self-determination for youth in juvenile justice facilities. Exceptional Children, 90(3), 255-273. https://doi.org/10.1177/00144029231220309

Pyle, N., Flower, A., Fall, A. M., & Williams, J. (2016). Individual-level risk factors of incarcerated youth. Remedial and Special Education, 37(3), 172-186. https://doi.org/10.1177/0741932515593383

Quinn, M., Rutherford, R., Leone, P., Osher, D., & Poirier, J. (2005). Youth with disabilities in juvenile corrections: A national survey. Exceptional Children, 71(1), 339–345. https://doi.org/10.1177/001440290507100308

Reed, D. K., Whalon, K., Lynn, D., Miller, N., & Smith, K. (2017). A comparison of general and content-specific literacy strategies for learning science content. Exceptionality, 25(2), 77-96. https://doi.org/10.1080/09362835.2016.1196441

Rowe, S., Baker, D., Dupret, A., Fila, R., Howard, S., & Chen, T. (2025). Beyond effectiveness: Understanding social validity in reading intervention research. Reading & Writing Quarterly, 41(1), 1–17. https://doi.org/10.1080/10573569.2025.2464723

Sander, J. B., Patall, E. A., Amoscato, L. A., Fisher, A. L., & Funk, C. (2012). A meta-analysis of the effect of juvenile delinquency interventions on academic outcomes. Children and Youth Services Review, 34(1), 1695–1708. https://awspntest.apa.org/doi/10.1016/j.childyouth.2012.04.005

Sanders, S., Jolivette, K., & Harris, C. (2021). Improving the reading comprehension skills of systems–involved youth: A preliminary investigation of an underserved population. Learning Disabilities Research & Practice, 36(3), 201-212. https://doi.org/10.1111/ldrp.12254

Schaefer, M. B., Pennington, S. E., Divoll, K., & Tang, J. H. (2024). A systematic review of literature on student voice and agency in middle-grade contexts. Education Sciences, 14(11), 1-15. https://doi.org/10.3390/educsci14111158

Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., & PRISMA-P Group. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015: Elaboration and explanation. BMJ, 350, Article g7647. https://doi.org/10.1136/bmj.g7647

Sickmund, M., Sladky, A., & Kang, W. (2021). Easy access to juvenile court statistics: 1985–2019. Office of Juvenile Justice and Delinquency Prevention. https://www.ojjdp.gov/ojstatbb/ezajcs

Snodgrass, M. R., Chung, M. Y., Meadan, H., & Halle, J. W. (2018). Social validity in single-case research: A systematic literature review of prevalence and application. Research in developmental disabilities, 74(1), 160–173. https://doi.org/10.1016/j.ridd.2018.01.007

Steele, J. L., Bozick, R., Davis, L. M. (2016). Education for incarcerated juveniles: A meta-analysis. Journal of Education for Students Placed at Risk, 21(2), 65–89. https://doi.org/10.1080/10824669.2015.1133308

Strain, P. S., Bovey, E. H., & Calkins, C. (2012). Social validity in the evaluation of interventions. Behavioral Disorders, 37(2), 107-118. https://10.1177/019874291203700201

United Nations. (2021). UN system's work on youth: Emerging challenges and priority areas. https://www.un.org/youthenvoy/wp-content/uploads/2021/09/SG-Report-on-Youth-2021.pdf

U.S. Bureau of Labor Statistics. (2020). Earnings and unemployment rates by educational attainment. https://www.bls.gov/emp/chart-unemployment-earnings-education.htm

U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2021). 43rd annual report to Congress on the implementation of the Individuals with Disabilities Education Act, 2021.

U.S. Departments of Education and Justice. (2014). Guiding principles for providing high- quality education in juvenile justice secure care settings. https://www2.ed.gov/policy/gen/guid/correctional-education/guiding-principles.pdf

VanderPyl, T. (2019). I want to have the American dream: Messages of materialism as a driving force in juvenile recidivism. Criminal Justice and Behavior. 46(5). 718-731. https://doi.org/10.1177/0093854819826235

Wexler, J., Reed, D. K., Barton, E. E., Mitchell, M., & Clancy, E. (2018). The effects of a peer-mediated reading intervention on juvenile offenders’ main idea statements about informational text. Behavioral Disorders, 43(2), 290–301. https://doi.org/10.1177/0198742917703359

Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of applied behavior analysis, 11(2), 203-214. https://doi.org/10.1901/jaba.1978.11-203

Yan, M. C., & Wilkerson, K. L. (2017). Reading instruction in juvenile correctional facilities for students with and without disabilities. Journal of Correctional Education, 68(1), 37–61. https://www.jstor.org/stable/265080

Downloads

Published

08/31/2026

Issue

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

Section

Articles

License

Copyright (c) 2026 Journal of Applied Juvenile Justice Services

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

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

Similar Articles

21-30 of 69

You may also start an advanced similarity search for this article.