Centering Social and Emotional Learning in the Juvenile Justice System
Format
Individual Presentation
First Presenter's Institution
Clemson University
First Presenter’s Email Address
Nasaskh@clemson.edu
First Presenter's Brief Biography
Dr. Nasaskyia Hicks is a Research Assistant Professor in the Department of Sociology, Anthropology and Criminal Justice at Clemson University. Her research interest lies at the intersection of criminal justice and education, with a focus on youth violence and delinquency prevention. Dr. Hicks leads several state and federal projects on school violence prevention.
Submitter
I am submitting this proposal as one of the presenter(s)
Location
Westbrook
Strand #1
Hands: Safety & Violence Prevention
Strand #2
Heart: Social & Emotional Skills
Relevance
This proposal titled Centering Social and Emotional Learning in the Juvenile Justice System aligns with the safety and violence prevention strand to prevent violence and ensure safety for all children and youth and the social and emotional skills strand to foster social and emotional skills and the social climate for all children and youth. Using a conceptual framework, I will discuss foundational components central to the effective implementation of social and emotional learning in the juvenile justice system.
Brief Program Description
Social and emotional learning (SEL) is an educational framework prevalent in schools across the United States. SEL is linked to positive outcomes for students, such as behavior improvement and academic achievement. Youth in the juvenile justice system often lack access to social-emotional support and interventions. In this session, I will use a conceptual SEL framework for justice-involved youth on community supervision to support rehabilitation and reintegration efforts.
Summary
Juvenile Justice System-Social and Emotional Learning (JJS-SEL) is a conceptual framework developed for long-term rehabilitation of justice-involved youth on community supervision. Building on established social and emotional research, JJS-SEL offers a comprehensive method for integrating social-emotional learning into the juvenile justice system. JJS-SEL consists of three interrelated components—integration, engagement, and development—to assist justice practitioners. Integration involves embedding SEL into community supervision practices by training justice practitioners in SEL allowing them to incorporate these skills into their interactions with youth. Engagement emphasizes creating a supportive environment for youth. Justice practitioners are encouraged to interact in ways that foster trust and openness. Development includes building prosocial skills among justice-involved youth to support healthy emotional expression and decision-making. Through discussions and reflection, justice practitioners can help justice-involved youth navigate life challenges, make informed choices, and establish positive relationships. By reinforcing SEL competencies—such as self-awareness, self-management, social awareness, relationship-building, and responsible decision-making—justice practitioners can help justice-involved youth feel supported, enhancing their social and emotional health and willingness to engage in the rehabilitation and reintegration process.
Evidence
Hicks, N. R. (2024). Toward Social and Emotional Learning for Justice-Involved Youth: A Conceptual Framework. Journal of Applied Juvenile Justice Services, 11, 72-81.
Learning Objective 1
Participants will be able to understand the social and emotional concepts of the juvenile justice system framework.
Learning Objective 2
Participants will be able to understand the emotional and behavioral challenges associated with justice system involvement.
Learning Objective 3
Participants will be able to understand the barriers and challenges associated with implementing social and emotional learning in the juvenile justice system.
Keyword Descriptors
conceptual framework, justice-involved youth, juvenile justice system, social and emotional learning
Presentation Year
2025
Start Date
3-4-2025 10:15 AM
Recommended Citation
Hicks, Nasaskyia R., "Centering Social and Emotional Learning in the Juvenile Justice System" (2025). National Youth Advocacy and Resilience Conference. 41.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2025/2025/41
Centering Social and Emotional Learning in the Juvenile Justice System
Westbrook
Social and emotional learning (SEL) is an educational framework prevalent in schools across the United States. SEL is linked to positive outcomes for students, such as behavior improvement and academic achievement. Youth in the juvenile justice system often lack access to social-emotional support and interventions. In this session, I will use a conceptual SEL framework for justice-involved youth on community supervision to support rehabilitation and reintegration efforts.