There is general agreement among legal scholars that the first distinct juvenile justice system was established in the United States in 1899, marked by the creation of the first juvenile court in Chicago (Zimring, 1999). Following this development, especially during the latter half of the 20th century, juvenile courts became a common feature across all jurisdictions in the United States and much of Western Europe. In Africa, the establishment of juvenile courts was largely a product of colonial influence (Odongo, 2004).

Juvenile detention facilities emerged alongside the establishment of the first juvenile courts in the late 19th century. These institutions were founded with a rehabilitative rather than punitive intent, aiming to support the development of delinquent youth into responsible and productive members of society (Roush, 1996). Similarly, (Pazé 2013) notes that contemporary approaches in juvenile criminal justice increasingly emphasize rehabilitation over punishment, focusing on the recovery and development of the young person. Within this framework, the role of educators becomes particularly vital as they support and guide minors in making sense of their life experiences, helping them to reflect, gain empowerment, and re-evaluate their future trajectories (Mastropasqua et al., 2020). However, the growing and complex needs of youth in juvenile justice facilities can place significant demands on staff (Jolivette et al., 2019). On the other hand, working with minors in juvenile justice settings presents educators with a range of challenges, stemming both from the complexity of the environment (Bouchard and Kunze, 2003; Muschitiello, 2019) and from organizational constraints (Accordini et al., 2015).

Access to formal education during incarceration can offer young people a meaningful pathway out of the criminal justice system (Davis et al., 2014). Ensuring that incarcerated youth receive a high-quality education while in correctional facilities can help mitigate some of the challenges they face during reintegration into society (Bozick et al., 2018). Furthermore, providing appropriate and responsive educational opportunities has the potential to enhance their academic performance, support positive behavioral development, and improve post-release outcomes (Houchins et al., 2017). Importantly, research has further demonstrated that when educators in such demanding contexts experience greater psychological well-being and resilience, they are better equipped to provide meaningful support to the youth in their care (Hwang et al., 2017).

Juvenile correctional centers constitute an exceptionally complex and demanding educational environment, markedly different from mainstream public school systems (Murphy, 2017; Reed, 2017). Educators in these institutions engage with highly vulnerable learners, many of whom grapple with intersecting challenges such as past trauma, neglect, abuse, and both diagnosed and undiagnosed learning difficulties or mental health conditions (Jolivette et al., 2019; Murphy, 2017; Baker, 2021). The teaching context is further complicated by stringent security protocols, frequent turnover in student populations, constrained instructional resources, and an overarching atmosphere of restriction all of which can hinder both teaching efficacy and learner engagement (Flores and Barahona-Lopez, 2020; Reed, 2017).

As a result, educators in these settings often encounter elevated levels of job-related stress, emotional exhaustion, and symptoms of secondary traumatic stress, contributing to persistent issues around staff retention and professional well-being (Bradshaw, 2024; Jolivette et al., 2019; Murphy, 2018; Baker, 2021). The psychological well-being and resilience of these educators are therefore not only central to their own occupational sustainability but also pivotal in enabling the transformative work they undertake with incarcerated youth (Bradshaw, 2024; Paoletti et al., 2023). Education delivered in juvenile justice settings plays a critical role in reducing recidivism and equipping young people with the academic competencies and life skills necessary for reintegration into society (Bradshaw, 2024; Flores and Barahona-Lopez, 2020). Yet, the intensity and complexity of this role exacerbated by the lack of specialized training, emotional support, and professional development frequently leave educators feeling professionally isolated, emotionally depleted, and underappreciated (Murphy, 2017, 2018; Reed, 2017).

While there is increasing acknowledgment of the vital role educators play in supporting the rehabilitation and reintegration of incarcerated youth, scholarly attention to their own psychological well-being and resilience remains limited (Bradshaw, 2024). A scoping review is methodologically appropriate for addressing this gap, as it facilitates a systematic and integrative examination of the breadth and depth of existing research. Specifically, this review allows for the mapping of current evidence, the delineation of conceptual and theoretical boundaries, and the critical analysis of how constructs such as psychological well-being and resilience are conceptualized and operationalized across diverse contexts (Arksey and O'Malley, 2005; Levac et al., 2010). Such an approach is particularly valuable in areas that are emergent, fragmented, or under-researched, where variations in terminology, methodological design, and disciplinary orientation often pose a threat in the synthesis of knowledge and the development of a coherent research agenda.

In accordance with guidance from the JBI Manual (Peters et al., 2020), a search of the literature was conducted across major databases including ERIC, PsycINFO, Criminal Justice Abstracts with Full Text, Academic Search Complete, JSTOR, Google Scholar, Scopus and Web of Science, Sabinet African Journals, HeinOnline, UNISA ETD: electronic theses and dissertations, Google and Google Scholar. This search revealed that no scoping reviews have yet been published on the topic. Consequently, the purpose of this scoping review is to identify and systematically map the existing body of peer-reviewed and gray literature on Psychological Well-Being and Resilience Experiences of Educators Teaching in Juvenile Correctional Facilities. The findings of this scoping review will enable the identification and examination of gaps in existing knowledge, which is crucial for guiding future research efforts.

This review is guided by a conceptual framework that considers both personal and organizational influences on the psychological well-being and resilience of educators working within correctional education settings. At the individual level, the framework draws from Ryff's (1989) model of psychological well-being, which outlines key elements such as a sense of goal in life, control over the environment and positive interpersonal relationships (Harasim, 2018). These dimensions help explain how educators sustain their psychological balance amid the complex demands of their roles. The second level of the framework is informed by the Job Demands-Resources model, which views workplace outcomes as shaped by the interaction between pressures and available supports (Demerouti et al., 2001). By combining these two perspectives, the framework enables a structured approach to mapping evidence, allowing for the identification of both personal coping resources and institutional conditions that may support or hinder well-being and resilience in correctional education environments.

This scoping review study utilized a systematic approach as informed by the Joanna Briggs Institute (JBI) Manual for Evidence synthesis methodology (Peters et al., 2021). According to Peters et al. (2021), a scoping review is a type of evidence synthesis that has the objective of identifying and mapping relevant evidence that meets pre-determined inclusion criteria regarding the topic, field, context, concept or issue under review. In a similar vein, Tricco et al. (2016) emphasize that the primary purpose of a scoping review is to examine the scope of existing literature, map and synthesize available evidence, and guide future research directions. Accordingly, the scoping review approach in this study facilitated a comprehensive exploration and mapping of literature related to educators' psychological well-being and resilience across a wide range of sources. To promote consistency and transparency in reporting, this scoping review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. To further enhance transparency, a predefined plan was developed outlining the objectives, methodology, and reporting approach of the review.

According to Peters et al. (2015), scoping reviews aim to map the breadth of available evidence on a given topic, regardless of methodological quality, and are particularly valuable for exploring emerging fields, clarifying key concepts, and identifying knowledge gaps. Consistent with this approach, several scholars have argued that scoping reviews do not require the critical appraisal of individual studies (Arksey and O'Malley, 2005; Brien et al., 2010; Peters et al., 2020). Accordingly, this review does not include a formal quality assessment of the reviewed studies. The exclusion of quality assessment allowed for a more inclusive exploration of the diverse experiences within juvenile correctional education without the constraints of a formal risk-of-bias assessment.

This scoping review set out to explore the existing literature on the psychological well-being and resilience of educators working in juvenile correctional centers. The review was particularly guided by an intention to illuminate insights that could inform realities and experiences of educators in low and middle income countries (LMICs), with a specific focus on the African context. The findings of this review highlight critical gaps in the current body of scholarship, both in terms of geographical representation and thematic focus.

One of the most noticeable patterns that emerged from this review is the geographical concentration of the literature. 85% of the reviewed empirical studies were conducted in the United States of America (Baker, 2021; Bradshaw, 2024; Flores and Barahona-Lopez, 2020; Murphy, 2018; Reed, 2017), with only a single study located in Italy (Paoletti et al., 2023). No studies were found from African countries, or from other continents such as Asia, South America. Drawing on Polit and Beck's (2010) assertion that the primary aim of most qualitative research is not to achieve generalizability, the overrepresentation of USA based research limits the global applicability of existing findings, as they are shaped by a particular socio-cultural and institutional framework unique to American correctional education systems.

The absence of research from the African continent is particularly concerning. Given the stark differences in economic resources, cultural norms, correctional philosophies, and educational infrastructure (Quainoo, 2023) between African nations and countries like the USA, this lack of localized evidence leaves a critical void. The experiences of educators from LMICs' juvenile correctional centers may differ significantly from their counterparts elsewhere due to distinct systemic constraints, socio-political dynamics, and cultural understandings of mental health and education. The current lack of African studies, therefore, underscores the urgent need for context-specific research that captures the voices and realities of African educators working within correctional facilities.

A second notable observation from this review is the thematic narrowness of existing literature. While many studies examined the challenges faced by educators in juvenile correctional centers, very few studies (Bradshaw, 2024; Paoletti et al., 2023) focused exclusively and directly on psychological well-being and resilience as primary constructs. The psychological and emotional experiences of educators were often treated as secondary findings by being implied within broader discussions of teaching conditions, or institutional challenges. This suggests that the “human element” of teaching has been marginalized in favor of structural or administrative data. When the human element is missing from the literature, the academic understanding of the field remains incomplete and skewed.

The majority of reviewed studies lacked a systematic or theoretical engagement with the concepts of psychological well-being or resilience. This lack of conceptual clarity also points to an absence of uniformity in how resilience and well-being are defined, measured, or discussed in the literature. Although some studies did not explicitly present coping strategies and resilience as interchangeable, their empirical use reflected an implied conflation of the constructs (Bradshaw, 2024), pointing to inconsistencies in conceptual clarity. As a result, our understanding of how educators cope, adapt, or thrive in correctional settings remains fragmented and underdeveloped. Without focused attention on these dimensions, opportunities to develop effective, evidence-based interventions and supports for educators are significantly constrained.

Although the assessment of methodological quality falls outside the scope of this scoping review, the inclusion of evidence of varying quality introduces certain limitations. For instance, the apparent prominence of specific themes or concepts may reflect the abundance of exploratory or descriptive studies in the literature, rather than their consistent confirmation across methodologically robust research.

Our mapping of the literature indicates a strong emphasis on qualitative approaches which are well suited to capturing rich, in-depth accounts of educators' well-being and professional commitment (Baker, 2021; Murphy, 2017; Reed, 2017). At the same time, these studies are frequently conducted within single sites or with small samples, which increase the likelihood of context-specific bias and limit the transferability of findings.

In addition, although some studies examined targeted resilience-building interventions (Paoletti et al., 2023), the lack of quality appraisal means we could not evaluate the rigor of their design precluded an assessment of their methodological rigor. Consequently, conclusions about the effectiveness of strategies to enhance well-being should be interpreted with caution. The findings of this review are therefore best understood as an overview of what has been explored and how educators' experiences have been described, rather than as a definitive evidence base for the implementation of new well-being initiatives.

Acknowledging the constraints previously identified, we sought to provide additional context by ensuring that our data extraction specifically captured details on study design, sample size, and type of setting for all included articles. Including these details offered some insight into the potential generalizability of the findings.

Ultimately, the main implication of this methodological choice (exclusion of quality assessment for included studies) is the need for further research. We strongly recommend that future studies conduct systematic reviews, allowing for a rigorous critical appraisal to assess the reliability and validity of the evidence.

The search strategy was strengthened through consultation with an experienced academic librarian, ensuring methodological rigor and the inclusion of a broad and relevant range of studies. One limitation of this review is the exclusion of studies published in non-English language. This language restriction may have led to the omission of relevant research in non-English speaking contexts, thereby potentially narrowing the global applicability and cultural diversity of the findings.

Four themes emerged from this review; challenges of teaching correctional settings, psychological well-being, coping mechanisms and resilience. Educators in juvenile correctional settings work in environments fraught with numerous and complex challenges which adversely affect their psychological well-being. Despite these adversities, many educators demonstrated notable resilience, cultivated through personal and social resources. Key resilience enablers included a strong sense of purpose and altruism, spiritual grounding, and the strategic use of self-care techniques such as mindfulness. The value of social capital such as collegial support, therapy, and professional networks was emphasized as vital for sustaining psychological well-being.

Importantly, several studies underscored how personal histories and experiences, and realistic expectations shaped coping capacities. Teachers who maintained a positive outlook and found meaning in small student successes reported higher job satisfaction and lower levels of disillusionment. Finally, the correctional setting itself plays a critical role. Poor administrative support, inadequate leadership, and institutional rigidity were identified as major barriers to professional fulfillment and instructional efficacy.

The findings of this review carry significant implications for research, training, support programs, and policy in low and middle income countries (LMICs).