Desistance, educational mobility, and social theory are fields that aim to promote social mobility and encourage the eradication of delinquency and inequality. Desistance is defined by Maruna and Farrall (2004) as the status where an individual is no longer offending. These are split into defined phases; primary desistance, where the individual has a gap in offending and secondary desistance, where the individual has moved to a status where they are no longer an offender (Maruna and Farrall, 2004). This research explores how offenders transition through to the third phase, the end state of desistance. This project seeks to enhance the community and promote employment while supporting a broader community that is trying to implement growth. Mixed economy colleges are leading educational innovation while adhering to government guidelines in the fight to promote social mobility in the United Kingdom. Mixed economy colleges (Widdowson and King, 2018) are the colleges with a significantly established higher education provision and promote widening participation in their local communities. Focusing on broader complementary projects, working with employers and stakeholders to promote educational mobility by encouraging higher skills development in disadvantaged groups (Schnell, 2014). The paper seeks to evaluate primary data in search of limitations and opportunities that desistance projects could bring to support the field of desistance theory. Currently, desistance projects are part of national strategies that are created to encourage desistance from crime with the aim of promoting social mobility.
Cindy Plata-Medina de Tuck, Bishop Grosseteste University, United Kingdom