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As Australian imprisonment and recidivism rates continue to rise, it is increasingly important to better understand how to support “returning citizens” to adequately prepare them for post-release life. Using a case study approach focused on service provider perspectives, this article examines the consequences of removing a transitional accommodation support service on service providers and returning citizens. Participants highlighted significant consequences, such as: gaps in services; lack of support and housing; persons remaining in the system unnecessarily; persons being released without transitional support or accommodation; health implications; loss of relationships and trust; and suicide of returned citizens. Drawing on critical criminological theory, we argue that the most significant consequence was the loss of “floating support”—which involves a case worker who brokers support between agencies working with a single client—that was integrated into the program. Study findings suggest serious consequences of government decisions to defund programs in this sector.

In Australia, there is currently no official training pathway or qualification required for working in Flexible Learning Programs (FLPs). This causes a problem for both new teachers wishing to work in this area and for employers who have no way of knowing whether a new teacher has the appropriate skills or knowledge to teach in this alternative context. To address this problem, we designed and implemented a program during which Initial Teacher Education (ITE) students were given the opportunity to experience teaching in a FLP. Here we report on the experiences and perceptions of the preparation program from the perspectives of the key stakeholders, including the ITE students, FLP staff, and the young people attending the FLP. All stakeholders perceived the project to be a success in enabling the ITE students to gain valuable theoretical knowledge and practical experience of the FLP context.

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