The Struggles of Online Learning in Juvenile Detention
In the state of Florida, a new approach to education for incarcerated youth has sparked significant controversy. For 15-year-old Cayden Gillespie, the journey through the juvenile detention system has been marked by frustration and confusion. To earn his freedom, Cayden had to complete three school assignments daily. However, with the shift to virtual learning, he found himself struggling to keep up.
Cayden's experience highlights the challenges faced by many students in Florida’s residential commitment centers. These facilities, designed to house young people aged 10 to 21, have adopted online learning as a primary method of education. While officials argue that this approach offers more rigorous standards and tailored classes, students like Cayden often find themselves lost in a sea of complex assignments with little support.
A Disastrous Experiment
The adoption of online learning in Florida's juvenile justice system came after years of struggle to provide adequate education to over 1,000 students in long-term confinement. Despite evidence from the pandemic showing that online learning failed many students, officials pressed forward with the initiative. The Florida Virtual School, one of the largest online school systems in the nation, was chosen to provide education to these students.
However, the results have been far from positive. Students report difficulty accessing and understanding their coursework, with minimal support from either in-person or online staff. Letters from incarcerated students obtained by The Associated Press describe struggles with assignments and a lack of assistance, leading to increased frustration and behavioral issues.
The Impact on Youth
For Cayden, the transition to online learning was particularly challenging. He arrived at the Orlando Youth Academy in January 2024, expecting a short stay. Instead, he learned that his time in the program could last six to nine months. This revelation left him panicked, and he called his mother for reassurance.
Life in custody brought its own set of challenges. Each day began at 6 a.m., with detainees cleaning their cells before being allowed into the common area. Privacy was limited, and interactions with family were closely monitored. Cayden found solace in drawing and writing, creating a story about a hero named One, a way to escape the confines of his reality.
Lack of Special Education Support
Before the shift to online learning, Cayden had access to in-person teachers who provided the support he needed. However, once the virtual school model was implemented, he struggled to keep up with the coursework. His special education plan, which required assistance with reading long texts, was not adequately supported in the online environment.
This lack of support led to incidents where Cayden became frustrated and acted out, resulting in a “level freeze” that extended his stay. Similar stories are reported by other students, highlighting the systemic issues within the educational framework for incarcerated youth.
The Consequences of Virtual Learning
The impact of online learning on students in juvenile detention is evident in the increasing number of arrests and behavioral issues. Internal documents show that staff have used level freezes when students break laptops, refuse to log into Zoom, or even ask for help initiating an online class. This punitive approach can lead to “dead time,” where students are confined without progress toward release.
Xavier Nicoll, another student, experienced similar challenges. Initially sentenced for breaking into a vape store, he ended up spending 28 months in detention due to repeated incidents. His grandmother, Julie, describes the situation as a trap, with no clear path to release despite efforts to address his needs.
Reintegration Challenges
Reintegrating into the community after detention proves to be another hurdle. Many students face difficulties rejoining public schools, as seen with Jalen Wilkinson, who struggled to complete his GED while in custody. His father worries about the long-term effects of his time in detention, questioning whether the system truly provides rehabilitation.
For Cayden, the road to recovery continues. After leaving the Orlando Youth Academy, he faces the challenge of restarting his education. His family is navigating the complexities of finding a suitable school, with options like charter schools offering potential solutions but also presenting new obstacles.
Conclusion
The experiences of Cayden and other students highlight the urgent need for reform in the education system for incarcerated youth. While the intention behind online learning may have been to provide consistency and rigor, the reality has proven to be far more complicated. As families and advocates continue to push for change, the focus must remain on ensuring that all students receive the support they need to succeed, both inside and outside of detention.