Children and Their Education in Secure Accommodation

This highly topical book integrates theory and practice about children and their education provision in secure accommodation. Bridging the fields of education, health, and youth justice, it provides a unique interdisciplinary perspective outlining the importance of taking a holistic approach to the education and rehabilitation of children who are 'locked up'. The book has brought together contributors from across the UK and beyond to share their academic research, practical knowledge, and experiences working with children and young people. Shedding light on the intricacies and realities of working in the context of secure settings, the book is divided into the following five parts: - Contextualising the field - Practice insights - Case examples and models of practice - Inclusion and voice - Recommendations from research Children and Their Education in Secure Accommodation unravels the complexity of the topic and offers 'whole-system' perspectives, as well as a child-centred view, on the issue of educating and rehabilitating children and the needs and rights of children in such settings. With unique and valuable insights from those involved in policy or provision, this book will be an essential text for researchers, practitioners, and students in this interdisciplinary field.

Diahann Gallard is a Senior Lecturer and researcher in the Liverpool John Moores University School of Education and a Fellow of the Higher Education Academy. Her teaching specialism is development and learning in and beyond the school environment and pedagogical approaches for meeting the needs and rights of the whole child. Diahann is a Chartered Member of the British Psychological Society (BPS) and a committee member of the BPS Psychology of Education Section. She was the co-author of a book entitled Psychology and Education (part of the Foundations of Education Studies series) published by Routledge and she has contributed to a range of other academic textbooks writing about education and learning using a psychological lens. Diahann's current research interests are the innovative approaches to education in the secure setting context and compassionate-focussed practices. Katharine Evans has over 20 years' experience of working with children and young people across a range of practice contexts, including youth and community work, alternative education, early intervention, and youth crime prevention. She has held strategic leadership positions across multiple sectors spanning children's services, community safety, policing and as Voluntary and Community Sector Lead for a Children's Trust. In more recent years, Katharine has worked in academia as a Senior Lecturer in Education (Liverpool John Moores University) and as Director of Safeguarding Programmes (University of Chester). She has a particular interest in participative research that gives voice to children and young people experiencing disadvantage and social exclusion. Katharine is a Board Member for the Domestic Abuse Safety Unit, North Wales and the National Association for Youth Justice. Dr James Millington is a HCPC registered Consultant Clinical and Forensic Psychologist and Lead Psychologist for Specialist CAMHS at Greater Manchester Mental Health NHS Foundation Trust. He is an Associate Fellow of the British Psychological Society (BPS) and the Child and Adolescent Representative on the BPS Division of Clinical Psychology, Faculty of Forensic Clinical Psychology Committee. James has worked for the NHS for over twenty years mainly within adolescent forensic mental health services. His clinical role includes leading the psychology teams within adolescent inpatient services, the secure estate within the North West of England, and the newly established Forensic CAMHS North West. Dr Millington contributes to practice development through various professional and service networks and via publication projects, teaching, and presenting.

List of Illustrations Preface List of Contributors Part I: Contextualising the Field Chapter One: Troubled and troublesome children: Education, participation and restoration Ben Byrne Chapter Two: An historical perspective on education in secure accommodation in England and Wales from 1850 to the present Dr Caroline Lanskey Part II: Practice Insights Chapter Three: Specialist education provision within secure CAMHS units Faiza Ahmed Chapter Four: Roles and relationships of care and education staff inside a Secure Children's Home Dr Caroline Andow Chapter Five: How psychological services and education link up in Secure Children's Homes Alex Smith and Dr Sarah Mack Chapter Six: Children's lives, education and secure care in Scotland Alison Gough and Dr Claire Lightowler Chapter Seven: Education for U.S. youth in secure care: The sum of the parts is not whole Dr Deborah K. Reed Part III: Case Examples and Models of Practice Chapter Eight: 'Behind the headlines, inside the walls - teaching Britain's hidden children': Perspectives and practices within the Secure Children's Homes Network Melanie Prince, Aileen Conlon, Marc Herbert, Phillippa Brooks and Sarah Douglas Chapter Nine: A Secure Children's Home in Wales: Care and educational provision from clinical, management and educational perspectives Professor Richard Pates, Alison Davies and David Tiddy Chapter Ten: Aligning with the chaos and navigating through the trauma Deirdre McConnell, Kate Brown, Yanela Garcia and James Stephens Chapter Eleven: The nature-based residential treatment centre as an alternative model for meeting the needs of children and young people Dr Steven Klee, Dr Joanna L. Becker and Miyako Kinoshita Part IV: Inclusion and Voice Chapter Twelve: Youth voice and participation in secure settings for young people Dr Caroline Lanskey Chapter Thirteen: Children's views of education in a young offenders institution Ross Little Chapter Fourteen: Safeguarding children in the youth justice secure estate Katharine Evans Chapter Fifteen: Identifying barriers and facilitators for educational inclusion for young people who offend: Practitioner and youth perspectives Dr Jenny Twells Part V: Recommendations from Research Chapter Sixteen: Re-engaging young offenders with education in the secure custodial setting Dr Adeela ahmed Shafi Chapter Seventeen: 'The banter levels are good': Developing social and human capital through education Dr Anita Mehay and Nina Champion Chapter Eighteen: 'Where are we going?' Context and directions for policy and practice in children's education in secure accommodation Ross Little

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