Date of Conferral
2023
Degree
Ph.D.
School
Criminal Justice
Advisor
Daniel D. Jones
Abstract
This study addressed the relationship between learning disabilities and juvenile delinquency from parents’ perspectives. This qualitative study was guided by Agnew’s general strain theory (GST), which explored the force that stressors have on individuals, such as the impact learning disabilities have on juveniles. The qualitative research approach was used to gather data from 10 parents with children diagnosed with learning disabilities at an early age. Parents responded to 15 open-ended survey questions via SurveyMonkey based on their lived experiences of having children with learning disabilities. Participants remained anonymous. All participants were required to have a child with a learning disability who was diagnosed at an early age. Data were analyzed using NVivo 12. After analyzing data, three themes emerged, revealing a relationship between learning disabilities and juvenile delinquency. Juvenile delinquency tendencies can be suppressed with the proper tools, family support, medication, mentorship, and educational support. Most youths in this study with learning disabilities who had mentors could avoid trouble with fewer chances for criminal mischief. Positive social change would provide mentorship opportunities for youth struggling with learning disabilities. Mentorship can be provided through education, churches, and Big Brothers Big Sisters of America organizations to provide safe spaces for all youths diagnosed with learning disabilities to keep them out of the juvenile justice system.
Recommended Citation
Childs, Torsha Shawn, "An Exploration of the Relationship between Learning Disabilities and Juvenile Delinquency from Parents’ Perspectives" (2023). Walden Dissertations and Doctoral Studies. 14835.
https://scholarworks.waldenu.edu/dissertations/14835
