Designing and Evaluating a Legal Literacy Program for Juvenile Offenders

Thesis Abstract

Juvenile offenders often lack adequate knowledge of their legal rights and responsibilities, which impairs their ability to navigate the justice system effectively and compromises their rehabilitative prospects. This study addresses the critical need for an informed juvenile population by designing, implementing, and evaluating a targeted legal literacy program tailored specifically for juvenile offenders within the juvenile detention centers in the metropolitan region. The primary aim is to assess whether such a program enhances the legal awareness of juvenile offenders and positively influences their understanding of legal procedures, rights, and obligations, thereby supporting rehabilitation and reducing recidivism. The study's specific objectives include developing a comprehensive curriculum based on adult learning and behavioral change theories, evaluating the program’s effectiveness through pre- and post-intervention assessments, and examining its potential for scalability within the juvenile justice framework. The research adopts a mixed-methods design, integrating quantitative and qualitative approaches to generate a robust understanding of the program’s impact. The target population comprises juvenile offenders aged 14 to 17 within five juvenile detention centers, totaling approximately 200 inmates. A stratified random sampling technique will select 150 participants to ensure representation across age and gender categories. Quantitative data will be collected via a validated legal literacy questionnaire administered before and after the intervention to measure changes in knowledge levels. Qualitative insights will be obtained through focus group discussions and semi-structured interviews with a subset of 30 participants and 10 program facilitators. Data analysis will draw on paired sample t-tests and repeated-measures ANOVA to evaluate shifts in legal literacy scores, while thematic analysis will interpret qualitative data, focusing on participants’ perceptions of the program's relevance, engagement levels, and behavioral intentions. The expected findings indicate a statistically significant increase in legal knowledge among participants post-intervention, with the effect sustained at a three-month follow-up. The qualitative data are anticipated to reveal positive attitudinal shifts, increased confidence in understanding legal rights, and heightened awareness of legal procedures. These findings are expected to substantiate the programme's effectiveness in fostering legal awareness, aligning with the Social Learning Theory and the Theory of Reasoned Action, which suggest that knowledge dissemination influences attitudes and behavioral intentions. The study aims to contribute substantively to the existing literature on legal literacy interventions in juvenile justice settings, filling a notable gap regarding empirically validated, context-specific programs for juvenile offenders. The research’s primary contribution lies in providing evidence-based insights for policymakers, juvenile justice practitioners, and educators seeking to implement effective legal literacy curricula. It offers a scalable model emphasizing participatory learning, cultural appropriateness, and sustainability. Based on the findings, the study recommends integrating legal literacy modules into regular juvenile rehabilitation programs, training facilitators in adult learning principles, and establishing ongoing assessment mechanisms to monitor long-term impact. The study concludes that systematic legal education can serve as a crucial rehabilitative tool by empowering juvenile offenders with essential legal knowledge, thereby promoting their rights, responsibilities, and successful reintegration into society. Future research avenues include longitudinal studies to evaluate long-term behavioral and legal outcome impacts and exploring digital or remote delivery modes to enhance reach and scalability.