Effective Strategies for Working with Truant Youth (page 2)

Updated on Jul 16, 2010

Judges need collaborative systems in order to avoid the use of detention.

Imposing strict sanctions requires a system - a system that relies on cooperation between police, probation departments, and detention centers. Providing effective support services requires a system as well - one that incorporates social service agencies, mental health providers, and school personnel in addition to the court. Once a system is in place, it is much easier to get children the services they need. Therefore, many of the alternatives to detention listed in this document require some degree of cooperation with other agencies, most frequently the school and social service or child welfare agencies. Although creating cooperative arrangements among agencies that have not worked together before may seem daunting, once a need is widely recognized, it may not be as difficult as it seems. A number of resources are available to help.1

What makes an effective intervention?

  • First, a thorough assessment of each child's situation and needs, combined with…
  • … the supports necessary for the child to focus on school. Then add…
  • … rewards for improvement - carrots! And…
  • … sanctions for lack of effort - sticks!

A judge alone cannot assess the often hidden and complex reasons behind a child's truancy. Help is needed, preferably from a trained social worker who could be affiliated with the school, the local social services department, or a community organization.

Once a child's problems have been identified, a variety of services must be available to correct the underlying causes of truancy. Perhaps the most effective method of organizing a collaborative system of supports is to create a formal Truancy Reduction Program. Depending on the services already available in the community and the level of interagency cooperation that can be built, a Truancy Reduction Program (TRP) may be little more than an organizing structure, or a referral agency, for accessing those services in an efficient manner. If few services are available, an effective TRP must provide the services as well as make referrals.

A number of structures are possible. A student may receive assessments and services before ever being sent to court, in which case court involvement will be a last resort. Alternatively, cooperation with assessment efforts and participation in services may be offered after an initial court referral has been made, as an alternative to a court appearance. A third alternative is for a judge to order cooperation with an assessment and referrals during a court appearance. Regardless of which structure best suits local needs and preexisting systems, there are many alternatives to sending a young person to juvenile detention, all of which are far less expensive.

Once problems have been identified and supports are in place, a system of rewards and sanctions, or carrots and sticks, will have a reasonable chance of success. Listed in the first table below are a number of orders a judge could give, other than juvenile detention. Some of them require the cooperation of other agencies such as the child's school, or the local community college. They are thoughtful ideas that promote a specific, positive goal geared toward getting a child, or in some cases a family, back on track, able and willing to participate in school. Each one is part of current practice in courts around the country. Some of them are rather standard practices such as drug testing, but others are more creative. Each intervention was reported by at least one, and generally more than one judge who participated in the "Best Practices in Sentencing Truants" survey.2 They are grouped by the overarching goal the sentence supports.

Meaningful Alternatives to Detention That Can Be Court Ordered, Grouped by Goal Support, Stick or Carrot?
Require student to focus on desired future and how to get there:


     Tour juvenile detention facilities


     Tour area jails or prisons


     Tour local community college and prepare freshman course schedule using college catalogue


     Require student to prepare a job/career plan and learn about the educational requirements of that plan


     Prepare a budget to match the income from a full-time minimum wage job


     Essays on career goals or on the student's skills, strengths and interests and how they might apply to a career


Academic supports and alternatives:  



     School sign-in sheets


     Modify school schedule to incorporate classes the student is happier with, or remove the student from a least favorite class or teacher


     Modify school schedule to meets student's work or health needs, including a part-time option


     Saturday school to avoid losing credit in current classes, or summer school to catch up to grade level


     Alternative learning programs, potentially including residential programs


Community or school engagement:


     Join a school club or team


     Join a community activity


Parent involvement:


     Require parent to attend school with child


     Weekly meeting with student, parents, and a teacher or school administrator or counselor, with or without the judge


     Court review hearings with parent participation required


     Family counseling


     Parenting classes for parents of the student, or for teen parents when appropriate


Mental health services:


     Mental health evaluation for the student and/or parent


     Counseling for the student


     Drug testing


     Substance treatment program


The second table presents a list of more generic sticks and carrots. They do not necessarily support any specific goal, and some of the incentives are more appropriate for truancy reduction program use than court use, but they serve to motivate young people.

Alternative sanctions - Sticks

Alternative rewards - Carrots

Restrict student's driving privileges

Gift certificates to local stores or


Take away cell phone

Tickets to sports events

Ankle monitoring

Recreation center coupons

Community service

Movie coupons


After-school activities or parties


For younger children, a trip to the zoo

Saturday school

A rewards ceremony


Lots of encouragement

Hopefully, this document has served to inspire other creative ideas that fit individual children's needs and local capacities. The list of creative ideas is unending; most important for the child is ongoing support and encouragement. Young people with severe challenges cannot resolve those issues during several weeks of a truancy reduction intervention, let alone in a weekend detention stay. They need continuous monitoring, encouragement, and reminders of how important an education will be to their futures.

1 The American Bar Association has recently launched a focus on truancy and has begun with an excellent document on establishing truancy reduction programs including forming coalitions – see Pennington and Barnes, 2006. For a specific example based on the program in Jacksonville, Florida, see Heilbrunn 2005. In addition, an Internet search will yield many documents that offer tips on building community-wide cooperation regarding a wide variety of issues other than truancy, many of which may be helpful.

2 Results of the survey are described in Heilbrunn, “Sentencing Options for Truant Youth,” forthcoming on the NCSE website.


Pennington, J. and Caren Barnes, “How to Establish and run a Truancy Program, Criminal Justice Section Lewsletter, Vol. 14, No. 3, Spring 2006.

American Correctional Association (personal communication, April 5, 2005). Lanham, MD.

Heilbrunn, J. Z. “Detention for Truants: Exploring the Issues” National Center for School Engagement, March 2004.

Heilbrunn, J. Z. “Forming Truancy Coalitions: A Case Study of Jacksonville United Against Truancy” National Center for School Engagement, September 2005.

Heilbrunn, J. Z. “The Costs and Benefits of Three Intensive Interventions with Colorado Truants,” National Center for School Engagement, October 2003.

Heilbrunn, J. Z. “Sentencing Options for Truant Youth: Judges Describe Practices and Opinions,”

National Center for School Engagement, forthcoming 2006. National Center for School Engagement, “Best Practices in Developing Truancy Reduction Programs,”, no date.

Reimer, M. and K. Dimock, “Truancy Prevention in Action: Best Practices and Model Truancy Programs,” National Dropout Prevention Center,

2005. Snyder, H. N. & Sickmund, M. (1999, September). Juvenile offenders and victims: 1999 national report. Washington, DC: Office of Juvenile Justice and Delinquency Prevention U.S. Department of Justice. Chapter 6, 166-169.

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