Education Behind Bars: Understanding Educational Access in Ontario’s Juvenile Detention Centres

Abstract

This research paper examines the accessibility of secondary school education for youth incarcerated in Ontario’s juvenile detention centres, focusing on why access remains inconsistent despite education being recognized as a legal right and a vital part of rehabilitation. It highlights how educational disparities are shaped not by legislative gaps, but by fragmented and inconsistent implementation across the province. Drawing on original field research, including a comprehensive literature review and in-depth interviews with eight participants from school boards, the Ontario public service, and detention facilities, the study reveals systemic inequities in areas such as French-language instruction, vocational training, online learning, and timely access to student records. The findings indicate that the quality and scope of education provided to incarcerated youth are largely dependent on regional factors, institutional partnerships, and resource allocation. This thesis contends that these disparities undermine the rehabilitative purpose of detention and threaten youths’ rights and chances for reintegration. To address these service gaps, it offers evidence-based policy recommendations aimed at provincial and school board decision-makers, including the implementation of a centralized student record system, expansion of culturally and linguistically relevant programmes, enhancement of vocational and digital learning opportunities, and equipping educators with trauma-informed training. Ultimately, the research calls for a coordinated, province-wide strategy that moves beyond the current patchwork approach and affirms education in custody as a rehabilitative right owed equally to all youth.