The 3 Biggest Misconceptions Educators Have About Incarcerated Learners

Sunday Morning Coffee | Past the Edges Consulting

If you’ve never taught in a correctional setting, chances are you’ve heard a few things about “incarcerated learners.” Some of them sound convincing. Some of them sound concerning. And some of them…well…they don’t survive first contact with an actual classroom.

I’ve had the privilege of watching educators walk into correctional settings for the first time, sometimes excited, sometimes nervous, sometimes quietly wondering what they’ve signed up for. And almost every time, within a few weeks, I hear some version of: “This is not what I expected.”

So let’s talk about it. Because a lot of what we think we know about incarcerated learners? It’s built on misconceptions. Warmly held. Widely shared. And often wrong.

Misconception #1: “They’re Not Motivated”

This one shows up early and often. A student doesn’t complete work. Someone puts their head down. Another disengages halfway through an activity. The conclusion? “They just don’t want it.” But here’s what’s usually underneath that moment:

• A history of academic failure

• Limited executive function skills

• Fear of looking incompetent in front of peers

• Frustration tolerance that hasn’t been built yet

• Or simply a really bad night on the unit, a truly shattering call from home, or a hearing with a devastating outcome.

In other words, what looks like lack of motivation is often a mix of skill gaps, protective behaviors, and the human condition.

I’ve seen “unmotivated” learners become some of the most persistent students in a classroom, once the environment becomes predictable, the expectations are clear, and success feels possible. We talked about this in my post last week: motivation doesn’t walk in the door first. It shows up after a few small wins.

Misconception #2: “You Have to Be Tough to Teach Them”

This one usually comes with well-meaning advice.

“Don’t smile too much.”
“Don’t let them see weakness.”
“You’ve got to be firm from day one.”

Hm. Same advice I got as a first year teacher in a public high school. Now, let me be clear…structure matters. Boundaries matter. Consistency matters. But “toughness” is often misunderstood. What works in correctional classrooms isn’t intimidation. It’s clarity paired with respect. I realized pretty quickly in my first year in the class room that I wasn’t going to be able to pull off the scary teacher routine, so I just eased into being me and trying to make learning so much fun and so interesting that no one wanted to get kicked out of my class. And I learned that routines were my best friend when it came to classroom management.

The educators who are most effective are not the loudest or the strictest. They are the most consistent.

They:

• say what they mean

• follow through on expectations

• stay calm when things escalate

• treat students with dignity, even when correcting behavior

It turns out you don’t have to be tough. You have to be kind, fair, and steady, which is a very different skill set.

Misconception #3: “They’re All the Same”

This one is subtle, but it shapes everything. When people hear “incarcerated learners,” it’s easy to imagine a single type of student. In reality, correctional classrooms are some of the most diverse learning environments you’ll ever encounter.

You’ll find:

• people who struggled in school their entire lives

• people who graduated but never saw themselves as learners

• people with undiagnosed learning differences

• people who were high achievers before life took a different turn

• people learning English for the first time

And across all of that, you’ll find different learning styles, different goals, different fears, and different strengths: same as any classroom across the globe. The idea that incarcerated learners are a uniform group doesn’t just miss the mark, it limits how we teach because effective teaching starts with seeing the individual.

What Happens When We Let Go of These Misconceptions

When educators move past these myths, something shifts. They stop asking, “What’s wrong with them?” And start asking, “What do they need to succeed?”

They begin to:

• design clearer instruction

• build stronger routines

• respond to behavior with curiosity instead of assumption

• recognize growth where they might have missed it before

And perhaps most importantly, they start to see their students differently.

Not as labels.
Not as risks.
But as learners.

I’ve seen educators walk in expecting confrontation and end up debating grammar rules with someone who suddenly cares deeply about commas. I’ve seen students who “hate school” argue passionately about whether they can redo an assignment for a higher score. I’ve seen entire classes groan when it’s time to stop working. I’ve eavesdropped on students in their leisure time discussing topics they carried from their classroom.

If that doesn’t challenge your assumptions, I don’t know what will.

☕ Final Sip

Misconceptions are powerful. They shape expectations before we ever meet the people we’re teaching, but correctional classrooms have a way of rewriting those expectations, if we let them. When we approach students with clarity, consistency, and respect, they respond in ways that often surprise us, no matter where our classroom is located.

I hope you’re enjoying beautiful spring brightness today and have an equally beautiful week. If you’re at COABE this week, give me a shout. I’d love to see you!