Abstract
The vulnerable population of juveniles faces several negative consequences if they are sentenced to serve time in a reform or correctional institution for a criminal offense, as being in this system as a juvenile is a more serious offense than being arrested as an adult. Deprivation of liberty can exacerbate existing mental, health, learning, and behavioral problems and impair positive psychosocial development, making the transition to adulthood more difficult. Education attainment and entry into the labor market are significant events, and the experiences associated with them in youth can have a profound, long-term impact on life course development. It is essential to address the role of education in this life situation because potential successes in education can be significant life events that can be turning points in the process of ending delinquent behavior and becoming disaffected. In our study, we examine the role of education in the juvenile custodial sentencing process, what characterizes juvenile detainees' engagement in school and their relationship with teachers, and what relationship can be found with educational achievement when examining the motivation of juvenile offenders. Organizing an adequate quality of education in prisons and correctional institutions poses more complex challenges for professionals because, in addition to a very heterogeneous group, even with educational failures, many additional constraints stem from the fact that the managers of the institutions put security first and foremost. However, despite the difficulties, education is an essential tool for achieving resistance because, in addition to tangible benefits, it improves the skills of young people in many areas, improves their behavior, and changes their attitudes. However, strong school attachment, meaningful relationships with teachers, and the right motivation are crucial to achieving these goals.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2025 Author(s)
