Educational development in secure juvenile justice settings: The benefits, the challenges and power dynamics in international research collaborations

International research collaborations (IRCs) can play a significant role in shaping educational development, particularly in youth justice settings. This study explores the benefits, challenges, and structural inequalities within IRCs focused on education for justice-involved children and young people. Drawing on qualitative data from participants from three Erasmus+ -funded projects across multiple European countries, the findings highlight how IRCs enable the exchange of knowledge, the adaptation of educational practices, and the development of more inclusive policies. However, persistent structural inequalities shape the dynamics of these collaborations. Participants from lower-income countries were more aware of hierarchical power relations, reinforcing existing critiques of global North-South imbalances where similar patterns were observed within European partnerships. Leadership roles, funding, and research methodologies were influenced by perceived credibility of established institutions and economic disparities, impacting on equitable participation. Methodological challenges, including language barriers, ethical considerations, and variations in data collection processes, also shaped the consistency and effectiveness of these collaborations. Despite these challenges, the study demonstrates that IRCs have the potential to foster meaningful learning and innovation when equity is embedded in collaborative frameworks. The research highlights the need for more equitable funding mechanisms, leadership development initiatives, and methodological strategies that prioritise inclusion. By critically examining the complexities of international research in youth justice education, this paper contributes to broader discussions on how IRCs can be more effective, even in the most constrained of research contexts. The findings have direct implications for policymakers, funding bodies, and practitioners seeking to strengthen the role of international collaboration in educational research.