Breadcrumb
- Federal Resources
Federal Resources
Administration for Children and Families/Family and Youth Services Bureau Runaway and Homeless Youth Programs
Eligibility: Youth aged 16 to 22 who are unable to return to their homes
Focus: Life skills training
Runaway and Homeless Youth Programs that serve transition-age youth include the Transitional Living Program and the Maternity Group Homes Program.
The Transitional Living Program for Older Homeless Youth promotes the independence of youth between 16 and 22 years old who are unable to return to their homes. Grantees provide housing and a range of services, including life skills training, financial literacy instruction, and education and employment services. Youth might live in group homes or in their own apartments, depending on the program and each young person's independent living skills.
The Maternity Group Homes Program, part of the Transitional Living Program, supports homeless pregnant and/or parenting young people between the ages of 16 and 22, as well as their dependent children. Services are provided for up to 21 months.
Homelessness Resource Center
The Homelessness Resource Center is an interactive community of providers, consumers, policymakers, researchers, and public agencies at federal, state, and local levels.
McKinney Vento Education for Homeless Children and Youth Program
Under this program, state educational agencies (SEAs) must ensure that homeless children and youth have equal access to the same free, appropriate public education as other children and youth. Homeless children and youth should have access to the educational and other services that they need to enable them to meet the same challenging state student academic achievement standards to which all students are held. In addition, homeless students may not be separated from the mainstream school environment. States and districts are required to review and undertake steps to revise laws, regulations, practices, or policies that may act as a barrier to the enrollment, attendance, or success in school of homeless children and youth.
Runaway and Homeless Youth Training and Technical Assistance Centers
This resource provides technical assistance to runaway and homeless youth programs.
The Equal Access to Housing Rule and Youth
This Q&A from the Department of Health and Human Services explains how the federal rule, “Equal Access to Housing in HUD Programs Regardless of Sexual Orientation or Gender Identity,” will benefit youth.
Transitional Living Programs and Relationships with Landlords
This article from The National Clearinghouse on Families and Youth (NCFY) asks the question: "How Can Transitional Living Programs Keep Landlords Happy?” This Q&A offers advice to those who run transitional living programs on what they can do to make sure their youth are good tenants.
John H. Chafee Foster Care Program for Successful Transition to Adulthood
The John H. Chafee Foster Care Program for Successful Transition to Adulthood (the Chafee program) provides funding to support youth/ young adults in or formerly in foster care in their transition to adulthood. The program is funded through formula grants awarded to child welfare agencies in States (including the District of Columbia, Puerto Rico and the U.S. Virgin Islands) and participating Tribes. Chafee funds are used to assist youth/ young adults in a wide variety of areas designed to support a successful transition to adulthood. Activities and programs include, but are not limited to, help with education, employment, financial management, housing, emotional support and assured connections to caring adults. Specific services and supports are determined by the child welfare agency, vary by State, locality and agency, and are often based on the individual needs of the young person. Many State or local agencies contract with private organizations to deliver services to young people.
3 Bold Steps for School Community Change
Based on the lessons learned from the Safe Schools/Healthy Students Initiative, the toolkit cultivates an approach that has left a legacy of success in schools and communities. This toolkit will show you how partnerships with representatives from sectors including education, law enforcement, mental health, juvenile justice, children’s services, families, and faith-based associations can take Three Bold Steps to create positive lasting change among our nation’s students.
Creating and Maintaining Good Relationships Between Juvenile Justice and Education Agencies
This tip sheet (PDF, 3 pages) from NDTAC aims to assist state and local juvenile justice and education agency administrators, including State Part D coordinators and the practitioners. The tip sheet helps to create strong working relationships that facilitate the development of high-quality education programs within juvenile justice settings.
Departments of Justice, Education Release: Correctional Education Guidance Package for Serving Juvenile Justice System-Involved Youth
The Correctional Education Guidance Package informs the efforts of states, school districts, and juvenile justice facilities that serve system-involved youth. It includes recommendations and federal requirements for ensuring youth in confinement receive an education comparable to those provided in traditional public school settings.
Facilitating Cross-System Collaboration: A Primer on Child Welfare, Alcohol and Other Drug Services, and Courts
Reviews the population, framework, legislation, funding sources, and services of the child welfare, substance abuse service, and court systems and their capacity to support cross-system coordination within state, county, and tribal jurisdictions.
Intensive Parole Model for High-Risk Juvenile Offenders
This report discusses results from Washington state's adoption of OJJDP's Intensive Aftercare Program regarding recidivism as well as steps for moving forward.
National Children’s Mental Health Awareness Day 2013 Short Report, May 9, 2013
This report discusses the prevalence of mental health and other related challenges among children and youth in the juvenile justice and child welfare systems, as well as trauma-informed SAMHSA programs, services, and initiatives that support the recovery and resilience of these young people.
Native American Traditional Justice Practices
“Expert Working Group Report: Native American Traditional Justice Practices” (PDF, 35 pages) summarizes discussions and recommendations from a meeting about federal efforts to support the use of traditional Native American justice interventions to respond to criminal and delinquent behavior. The meeting was held in April 2013 and included 14 experts from multidisciplinary communities.
NDTAC Explores What It Takes To Make Youth in Justice Settings College and Career Ready
In response to the Departments of Education and Justice’s Correctional Education Guidance Package, which includes recommendations and federal requirements for education programs in juvenile justice facilities, NDTAC will kick off a series of N&D InFocus programs. These programs will explore high-quality correctional education aligned with the five guiding principles that states and localities are implementing to prepare youth in their care for college and careers. The first event in the series, was held on March 18, 2 -3:30 p.m. EST, featured facilities and programs from around the country, as well as experts in the field and staff from the Departments of Education and Justice, who are leading the charge for quality correctional education.
OJJDP’s Model Programs Guide Adds Three Literature Reviews
OJJDP's Model Programs Guide, an online resource of evidence-based juvenile justice and youth prevention, intervention, and reentry programs, has added three new literature reviews that address risk/need assessments for youth, disproportionate minority contact, and family therapy.
Quality Education Services Are Critical for Youth Involved With the Juvenile Justice and Child Welfare Systems
In May 2010, the Center for Juvenile Justice Reform at Georgetown University released the monograph ”Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and Child Welfare Systems” (PDF, 74 pages), which examines a number of topics relevant to the education and experiences of youth in the child welfare and juvenile justice systems. This new practice guide (PDF, 27 pages) developed by NDTAC examines the principle included in the monograph that quality education services are critical for youth involved with the juvenile justice and child welfare systems, and offers a range of practices and strategies that juvenile justice, child welfare, and education professionals can use to improve education programming and outcomes for youth in their care.
Resources on Trauma and Youth in the Juvenile Justice System: Assessing Exposure to Psychological Trauma and Posttraumatic Stress in the Juvenile Justice Population
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Assessing Exposure to Psychological Trauma and Posttraumatic Stress in the Juvenile Justice Population (PDF, 16 pages)
This resource discusses the importance of the screening and assessment of youth involved in the justice system for trauma exposure and related negative consequences. It provides information on screening tools, additional disorders related to the experience of trauma, legal and clinical considerations for trauma screening and assessment, and sources for more information.
Resources on Trauma and Youth in the Juvenile Justice System; Trauma Among Girls in the Juvenile Justice System
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Trauma Among Girls in the Juvenile Justice System (PDF, 11 pages)
This resource describes the prevalence of trauma exposure and Posttraumatic Stress Disorder (PTSD) among girls involved in the juvenile justice system, potential consequences of trauma for girls, the impact of involvement with the justice system on girls who have been traumatized, and models of gender responsive programming.
Resources on Trauma and Youth in the Juvenile Justice System: Evidence-Informed Interventions for Posttraumatic Stress Problems with Youth Involved in the Juvenile Justice System
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Evidence-Informed Interventions for Posttraumatic Stress Problems with Youth Involved in the Juvenile Justice System (PDF, 14 pages)
This resource provides an overview of key issues to consider before providing therapeutic interventions to traumatized youth involved in the juvenile justice system. It also includes information on evidence-based interventions, interventions with an evidence-base, and promising evidence-informed interventions for treating traumatized adolescents.
Serving Youth in Confinement
This letter to Chief State School Officers and State Attorneys General, issued by Attorney General Eric Holder and Secretary of Education Arne Duncan, highlights the importance of supporting youth in juvenile justice facilities. The letter also describes how federal funding can support improved services and indicates future work will involve clarifying the components of high-quality correctional education.
The National Center on Education, Disability, and Juvenile Justice (EDJJ)
EDJJ focuses on assisting practitioners, policymakers, researchers and advocates to identify and implement effective school-based delinquency prevention programs, education, and special education services in juvenile correctional facilities, and transition supports for youth re-entering their schools and communities from secure care settings.
Supporting the Success of Youth in Juvenile Justice Settings
On February 25, 2015, OCR and the Choice Program at UMBC partnered to host a symposium on supporting the education of young people in juvenile justice settings. At the event, young people who have had brushes with the law shared how the Choice Program is helping them to turn their lives around.
Trauma-informed Care and Outcomes Among Youth
This report released by the Department of Health and Human Services’ Substance Abuse and Mental Health Administration illustrates that children and youth participating in community-based programs, who are involved in the juvenile justice and child welfare systems, demonstrate improved outcomes after receiving trauma-informed services.
2015 NDTAC National Conference Materials
NDTAC held its 2015 National Conference, “Looking Ahead: Preparing for the Future of Your State Title I, Part D Program,” in Arlington, Virginia, in May 2015. The conference brought together Title I, Part D coordinators, experts in the field, and ED and NDTAC staff to explore federal and state topics related to effective program administration and the education of youth who are neglected, delinquent, or at risk. The session descriptions, slides, and handouts are now available on the NDTAC website.