Banner: Children of Incarcerated parents

Other Youth Topics

Strategies For Education Professionals

Previous Pause Next
  • Provide training and on-going supervision that includes:
    • Accurate statistics about children and families of the incarcerated
    • Strategies for respecting family relationships and circumstances
    • Understanding self-awareness and bias
    • Skills for building trust
    • Strategies for helping children and their parents and caregivers communicate about difficult topics
  • Provide college scholarships for children of the incarcerated or assist us in accessing such scholarships when available
  • Provide information and empowerment for coping with the unpredictable nature of managing relationships with caregivers and following correctional policy as we attempt to connect and communicate with our incarcerated parent
  • Schools should allow periodic prison visits as excused absences
  • Schools and correctional agencies should collaborate to allow incarcerated parents to participate in school conferences via video or phone when appropriate
  • Use communication methods like posters and post them everywhere — schools, public libraries, health clinics
  • Advertise on websites frequented by youth (such as Pandora and Facebook)
  • Use celebrity spokespeople (e.g. musicians and sports figures) who can contribute to reducing stigma and shame
  • Have a social media campaign
  • Use public services announcements
  • Have mass assemblies at school (like there are for MADD)1

Additionally, we have identified 11 strategies that apply across all professions:

  • Get to know us: we are not statistics; we are youth who come from different backgrounds and family circumstances
  • See us for who and what we are
  • Know yourself: be aware of the assumptions and biases that you may have about us
  • Let us know we can trust you. Be reliable and predictable. Listen without judgment
  • Respect our right to confidentiality
  • Help us to help each other by providing us with opportunities to gather together
  • Help us channel our emotions into making a positive change through advocacy
  • Honor our inner strength: don’t feel sorry for us
  • Involve youth of incarcerated parents and their families in decisions about programs, policies and practices
  • Agencies should understand the complexities of collaboration with and between other agencies (such as schools and corrections) because of confidentiality requirements
  • Create lists of available resources and make them accessible

1 Mothers Against Drunk Driving (MADD) is a nonprofit organization in the United States and Canada that seeks to stop drunk driving.

 
» Return to Youth Ideas for Change page.
» Return to the overview of the Listening Session Summary page.
» Return to Youth Perspectives page.

Disabled Girl With Her Teacher
How Individualized Education Program (IEP) Transition Planning Makes a Difference for Youth with Disabilities

Youth who receive special education services under the Individuals with Disabilities Education Act (IDEA 2004) and especially young adults of transition age, should be involved in planning for life after high school as early as possible and no later than age 16. Transition services should stem from the individual youth’s needs and strengths, ensuring that planning takes into account his or her interests, preferences, and desires for the future.

Youth Transitioning to Adulthood: How Holding Early Leadership Positions Can Mak
Youth Transitioning to Adulthood: How Holding Early Leadership Positions Can Make a Difference

Research links early leadership with increased self-efficacy and suggests that leadership can help youth to develop decision making and interpersonal skills that support successes in the workforce and adulthood. In addition, young leaders tend to be more involved in their communities, and have lower dropout rates than their peers. Youth leaders also show considerable benefits for their communities, providing valuable insight into the needs and interests of young people

Trained Professional and youth
How Trained Service Professionals and Self-Advocacy Makes a Difference for Youth with Mental Health, Substance Abuse, or Co-occurring Issues

Statistics reflecting the number of youth suffering from mental health, substance abuse, and co-occurring disorders highlight the necessity for schools, families, support staff, and communities to work together to develop targeted, coordinated, and comprehensive transition plans for young people with a history of mental health needs and/or substance abuse.

Happy Family
Young Adults Formerly in Foster Care: Challenges and Solutions

Nearly 30,000 youth aged out of foster care in Fiscal Year 2009, which represents nine percent of the young people involved in the foster care system that year. This transition can be challenging for youth, especially youth who have grown up in the child welfare system.

Teen in a class room
Coordinating Systems to Support Transition Age Youth with Mental Health Needs

Research has demonstrated that as many as one in five children/youth have a diagnosable mental health disorder. Read about how coordination between public service agencies can improve treatment for these youth.

Civic Engagement Strategies for Transition Age Youth
Civic Engagement Strategies for Transition Age Youth

Civic engagement has the potential to empower young adults, increase their self-determination, and give them the skills and self-confidence they need to enter the workforce. Read about one youth’s experience in AmeriCorps National Civilian Community Corps (NCCC).