Learning disabilities and educational needs of juvenile offenders
| Pages | 4-17 |
| DOI | https://doi.org/10.1108/17466660200700032 |
| Published date | 01 December 2007 |
| Date | 01 December 2007 |
| Author | Prathiba Chitsabesan,Sue Bailey,Richard Williams,Leo Kroll,Cassandra Kenning,Louise Talbot |
| Subject Matter | Education,Health & social care,Sociology |
4
1Consultant Child and
Adolescent Psychiatrist,
Pennine Care Trust,
Manchester, UK
2Professor of Child and
Adolescent Forensic
Mental Health,
University of Central
Lancashire and
Consultant Child and
Adolescent Forensic
Psychiatrist, Bolton,
Salford and Trafford
NHS Trust, UK
3Professor of Mental
Health Strategy, Welsh
Institute for Health and
Social Care, University
of Glamorgan, Honorary
Professor of Child and
Adolescent Mental
Health, School of
Postgraduate Medicine,
Faculty of Health in the
University of Central
Lancashire and
Consultant Child and
Adolescent Psychiatrist,
Gwent Healthcare NHS
Trust, UK
4Consultant Child and
Adolescent Psychiatrist,
Royal Manchester
Children’s Hospital,
Manchester, UK
5Research Assistant,
University Department
of Psychiatry,
Manchester, UK
6Senior Clinical
Psychologist,
Department of Clinical
Psychology, Royal
Manchester Children’s
Hospital, Manchester,
UK
Journal of Children’s Services
Volume 2 Issue 4 December 2007
© Pavilion Journals (Brighton) Ltd
Abstract
This article is based on a study that was commissioned by the Youth Justice Board for England and Wales.
We report on the learning profiles and education needs of a cohort of young offenders who were recruited
for the study. The research was a national cross-sectional survey of 301 young offenders who were
resident in custodial settings or attending youth offending teams in the community. The young people
were assessed using the WASI and the WORD measures to obtain psychometric information (IQ scores
and reading/reading comprehension ages). One in five (20%) young people met the ICD-10 criteria for
mental retardation (IQ<70), while problems with reading (52%) and reading comprehension (61%) were
common. Verbal IQ scores were found to be significantly lower than performance IQ scores, particularly in
male offenders. It is clear from these results that a large proportion of juvenile offenders have a learning
disability, as characterised by an IQ<70 and significantly low reading and reading comprehension ages.
The underlying aetiology of this association is less clear and may be a consequence of both an increased
prevalence of neurocognitive deficits and the impact of poor schooling. There is some evidence that
developmental pathways may be different for boys compared with girls.
Key words
juvenile offenders; learning disability; learning impairment; educational needs
Introduction
There is growing concern in the UK regarding the
educational experiences and attainments of juvenile
offenders. Many young offenders are temporarily or
permanently excluded from school, propelling them
towards the company of peers who are also excluded
because of their anti-social behaviour (Thornberry et
al, 2003). The Audit Commission (2004) found that
half of young people in contact with youth offending
teams1were underachieving in school and that a third
needed help with reading and writing.
In this context, one of the 17 performance
indicators set by the Youth Justice Board2(2004) for
youth offending teams is to ‘ensure that at least 90%
of young offenders are in suitable, full-time education,
training and employment’. A recent evaluation of a
pilot programme by learning providers (NACRO,
Rathbourne, YMCA Training) identified continuing
problems, including: a lack of sufficient community
provision; the inability of young offender institutions3
(YOIs) to address personal needs; and a lack of clear
guidelines for action to reduce disengagement (Youth
Justice Board, 2006a).
There is strong evidence for associations between
academic failure, conduct problems and psychiatric
disorders (Caroll et al, 2005; Goldston et al, 2007).
Detachment from education, low attainment
(especially in literacy and numeracy), the negative
influence of school (discipline/bullying) and
experience of custody and local authority care are all
associated with young people offending (Youth
Learning disabilities and
educational needs of juvenile
offenders
Prathiba Chitsabesan1, Sue Bailey2, Richard Williams3, Leo Kroll4,
Cassandra Kenning5and Louise Talbot6
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