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Abstract: 

Justice-involved youth in the United States face profound barriers to education, employment, and long-term wellbeing, with incarceration disrupting the developmental processes of human and social capital and contributing to cycles of chronic recidivism. This literature review synthesizes empirical evidence on professional development, experiential learning, and work-based learning (WBL) as interventions to improve outcomes for justice-involved youth. Drawing on human capital, social control, and life-course theoretical frameworks, the paper examines historical neglect of professional skill development in juvenile facilities and highlights promising practices exemplified in programs such as Project CRAFT, Job Corps, and apprenticeship models while evaluating the impacts of these programs on employment and recidivism. Findings indicate that industry-aligned, credential-bearing professional programs combined with mentoring and cognitive behavioral interventions significantly enhance employment opportunities and reduce recidivism, although results vary depending on program quality, labor market relevance, and wraparound supports. Fragmented service delivery, educational deficits, legal restrictions, and stigma persist as systemic barriers to program efficacy. This review offers policy and practice recommendations, emphasizing the integration of holistic training with education, expansion of employer partnerships, and provision of trauma-informed, culturally responsive wraparound supports. The evidence suggests that comprehensive professional and work-based learning initiatives can serve as critical turning points in redirecting justice-involved youth toward successful life trajectories, reducing incarceration costs, and building a more resilient workforce.

Keywords: Justice-involved youth, vocational education, work-based learning, recidivism, professional development, experiential learning

Affiliations:  1: University of Dayton and Sinclair College.