ABSTRACT
This chapter addresses some of the specific challenges directly related to the introduction of art education programs. It examines the philosophical issues surrounding the questions of why art is produced at the custody center, and how creative expression through writing and art making can and does reduce stress by making the carceral experience more humane. Art education programs for and with teens can provide a foundation to learn life-skills in a supportive environment with adult mentors. The chapter looks at evidence of activity in art programming that goes beyond recreation and engages in pro-social activities that involve two things: peer education, and Youth-driven initiatives. The organizations are transforming the way children and youth are engaged in and through the arts while promoting the value of the arts in young lives. Through art education, critical thinking, and leadership training, youth can develop the skills they need to meet this complex challenge.
