Details

<ol><li>Introduction.- 2. Positioning Approved Schools in Existing Literature.- 3. The National Picture: Policy and Insight.- 4. 'Circumstances': How, Why and When Children are Committed to the Approved Schools.- 5. The Local Picture: Approved Schools on the Ground.- 6. Contemporary Research In and On Approved Schools for Girls.- 7. Conclusion.</li></ol>

<p><strong>Jessamy Carlson</strong> is an historian and archivist. She has worked at The National Archives since 2008, and since 2019 has taught at the Centre for Archive and Information Studies at the University of Dundee, UK.</p>

<p>“This study fills a significant gap in the history of youth delinquency. Jessamy Carlson’s monograph is the first modern study to focus in detail on this institution and will be very welcome to historians of youth justice, and of crime more generally.”<br>
<strong>—Heather Shore</strong>, Manchester Metropolitan University, UK<br>
“Jessamy Carlson's book takes the reader to the heart of the gendered dynamics of juvenile justice affecting children and young people. From incredibly intimate experiences of committal and life inside through institutional, governmental logics and ideologies of care and control, this volume is essential reading to grasp the relationship between families, children and the welfare state in modern England.”<br>
<strong>—Michael Lambert</strong>, University of Lancaster, UK<br>
This book provides a detailed study of approved schools for girls, which operated in England and Wales between 1933-1973. Through original archival research, it traces shifting perceptions of, and policy responses to, girls’ delinquency and vulnerability during a period of remarkable social change. It examines the transition of provision for girls and young women 'in trouble' from the large-scale post-Victorian reformatories to the therapeutic Community Homes for Education, and the emergence of a 'diagnostic shift' in the provision of care for children in the juvenile secure estate. Through examining the experiences of younger children, it provides a more nuanced understanding of the role approved schools played for girls in need of care, protection, or control during this period, evidencing the gendered use of care-or-protection orders throughout, and the policing of child and family behaviours under the guises of the Education Act.<br>
<strong>Jessamy Carlson</strong> is an historian and archivist. She has worked at The National Archives since 2008, and since 2019 has taught at the Centre for Archive and Information Studies at the University of Dundee, UK.</p>

Examines approved schools for girls in England between the Children & Young Persons Acts of 1933 and 1969 Draws on school records, contemporary professional publications, Historic Hansard, and Home Office archives Identifies larceny and truancy as playing a significant role in the committal of children to approved schools

<p>“This fascinating interdisciplinary research draws on a substantial range of sources to explore the approved school system for girls. It illuminates the policies towards, and the practice of social work and welfare with this group. It uncovers the attitudes towards girls' behaviour and toward their families, as well as the state responses to it offering a unique and significant insight into this institution and to a period that is underexplored in criminal justice history.” (Helen Johnston, University of Hull, UK)<br>
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“This study fills a significant gap in the history of youth delinquency. Whilst historians of juvenile crime have paid attention to the nineteenth century, and the development of the early Industrial and Reformatory Schools, the same can’t be said of the journey of these institutions into the twentieth century. From 1933, following the Children and Young Persons Act, the two Victorian institutions became the Approved Schools. Carlson’s monograph will be the first modern study to focus in detail on this institution, and it will be very welcome to historians of youth justice, and of crime more generally, along with scholars working in criminology and the social sciences.” (Prof. Heather Shore, Director of the Manchester Centre for Public History and Heritage (MCPHH), Mancester Metropolitan University, UK)<br>
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“This book draws on a wide range of historical sources to offer vital insights into girls’ experiences of twentieth century approved schools. Through careful research, it traces shifting perceptions of, and policy responses to, girls’ delinquency and vulnerability during a period of remarkable social change.” (Prof. Pamela Cox, Dept. of Sociology, University of Essex, UK)<br>
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“Carlson's book takes the reader to the heart of the gendered dynamics of juvenile justice affecting children and young people. From incredibly intimate experiences of committal and life inside through institutional, governmental logics and ideologies of care and control, Approved schools for girls is essential reading to grasp the relationship between families, children and the welfare state in modern England.” (Dr Michael Lambert, Research Fellow, University of Lancaster, UK)</p>