Exploring knowledge of neurodisabilities and access to education in custody at a youth correctional centre in Cape Town, South Africa

Youth and young adults in conflict with the law (YCWL) in custody have needs across different areas, such as education, health, social, and emotional domains. Amongst other efforts, rehabilitation approaches in prisons often include vocational training and education. The latter is especially important for those in prison, who are still minors. Research that focuses on education for young people in custody is therefore emerging. The study aimed to explore access to education in custody, educational needs, and awareness of neurodisabilities using semi-structured interviews with relevant stakeholders (N = 9) at a correctional centre. Thematic analysis, using an inductive approach, was used to analyze the data. In keeping with previous studies, prison stakeholders reported that they are not qualified nor trained to deal with YCWL with neurodisabilities and that they are not “experts”. Although there is a provision of education in custody for YCWL, several factors impact their access to education in custody, including koffender factors (high-risk offenders, disruptive offenders displaying problematic behaviours, and the presence of neurodisabilities) and systemic factors (prison overpopulation and a lack of educators). The results of this study may be used to inform policy implementation in terms of rehabilitation and the use of proper screening and assessment tools to screen for various neurodisabilities in South African YCWL population, as well as providing training and support for prison stakeholders, to work effectively with YCWL who may present with neurodisabilities. Additionally, the schooling structures in youth correctional centres may be reformed, to better accommodate for educational needs of YCWL, including those with neurodisabilities.