Bridging the Gap: Integrating Academic Engagement and Reentry Support in Correctional Higher Education

Abstract

Correctional higher education programming remains one of the most effective strategies for reducing recidivism and promoting long-term public safety. Despite this, many associate and bachelor’s degree programs offered within correctional facilities focus heavily on academic content while failing to integrate structured reentry preparation. This article, written from the perspective of a professor who teaches within the prison system, argues for the intentional embedding of reentry education into existing degree programs to better prepare incarcerated students for life after release. Drawing on extensive experience teaching thousands of incarcerated individuals, this article examines the challenges and opportunities involved in curriculum development within the technological and institutional limitations of prison settings. It also highlights the value of engaging incarcerated learners in the co-creation of reentry-focused content to ensure relevance and impact. Additionally, it outlines practical strategies for supporting students during the critical post-release transition, including case management, mentorship, and academic continuity. The article concludes with actionable recommendations for educators, correctional administrators, policymakers, and academic institutions seeking to improve reentry outcomes. By integrating academic and reentry preparation, correctional education programs can empower justice-impacted learners to achieve personal success while contributing to safer, more equitable communities.