How do arts education and juvenile justice intersect?

Arts education has been proven to have a positive impact on youth involved in the juvenile justice system. The arts assist youth in building the necessary skills – like social and emotional awareness and problem–solving skills – to strengthen one’s self–regulation and sense of self–worth. Whether arts programming is integrated before, during or after involvement in the juvenile justice system, these programs all focus on producing positive youth outcomes by providing meaningful creative experiences.

This page provides a variety of resources, including program examples and policy information, related to engaging the arts across the juvenile justice spectrum. Through this page, AEP seeks to make information from the field more easily accessible and hopes to help foster new connections in this space.

These artworks were created by students in the Youth Art: Unlocked and Austin Classical Guitar programs.

Of the 1.9 million people incarcerated in the United States, about 35,500 are youth being held in confinement. Most of these youth are held within the juvenile justice system for a variety of offenses, however some youth are confined for noncriminal acts. There are ≈2,700 youth confined for noncriminal violations of probation and ≈700 youth confined for “status” offenses, like truancy or running away, that are noncriminal acts but are considered law violations because of a youth’s status as a minor. With one-in-three youth who are held in confinement being held for noncriminal acts, there are also ≈8,000 youth refugees being held within the immigration system who are awaiting placement. There are an additional ≈2,340 youth who are held in adult justice systems, whether that’s jail (≈1,900 youth) or prison (≈440 youth).

Cover of All of Me by John Legend | Guitar part recorded by an Austin Classical Guitar student at the Gardner Betts Juvenile Justice Center. Sung by Claudia Chapa, second guitar by Arnold Yzaguirre.

What components make up arts education in juvenile justice systems?

What state level policies exist to support arts education in juvenile justice systems?

The Every Student Succeeds Act includes the arts as part of a well-rounded education, which allows federal funds to be utilized for arts learning in both traditional schools and detention facilities. Specifically, Local Education Agencies can approve facilities to use Title I funds to improve the academic environments, including providing improved curriculum and transitional services for youth. Although the opportunity to utilize funds for the arts in juvenile justice facilities is available, it does not always translate to practice.

Education in juvenile justice facilities often falls short of providing quality educational opportunities for youth to engage and flourish academically, and implementation varies among states and districts. Policy recommendations to leverage governance, accountability and finance to improve the quality of juvenile justice education have gained traction to address this disparity.

State policymaking in this space straddles multiple agencies responsible for implementation, often involving education, arts, justice and health and human service agencies. This can further contribute to a disconnect between policy adoption and implementation. There are few states who have adopted policies explicitly related to arts programming opportunities for youth involved in the justice system to address this unique challenge. Explore three of these policies below:

Louisiana state statute declares that juvenile justice facilities may establish arts-based programming like performing arts, visual arts and other arts activities that enhance youth development.

Under Nevada state statute, a child who has not previously been adjudicated delinquent or in need of supervision, and the unlawful act committed by the delinquent child did not involve the use or threatened use of force or violence against a victim, can be ordered by the juvenile court to complete an alternative arts program.

New Jersey state statute requires that the New Jersey State Arts Council creates and disseminates a best practices guide for developing and expanding arts programs for youth at risk of juvenile delinquency. This statute outlines the required components of these programs, including incorporating an evaluation system early into the program.