Juvenile correctional education in South Africa faces profound challenges in addressing the rehabilitation and reintegration needs of juvenile offenders. High recidivism rates and limited educational outcomes point to systemic gaps in leadership, management, and curriculum development. This conceptual paper draws on findings from a critical study of leadership practices in juvenile correctional institutions to propose a culturally responsive model that aligns with restorative justice principles. The JUmbrella Framework for Educators (JUFE), introduced through this research, highlights the pivotal role of transformative leadership in fostering inclusive, equitable, and effective educational environments for juvenile learners. The study employs a Constructivist Grounded Theory approach, exploring the intersection of leadership practices, curriculum design, and the unique needs of incarcerated youth. Findings underscore the importance of leadership strategies that prioritize holistic development, academic achievement, and vocational readiness. The paper also emphasizes the need for curriculum innovation to support emotional resilience and social reintegration, positioning education as a cornerstone of rehabilitation. By framing curriculum development within the broader discourse of student support and motivation, this paper aligns with global educational trends advocating for the transformative role of education in marginalized contexts. It advocates for systemic reforms that enhance collaboration among stakeholders, integrate localized practices, and uphold the principles of epistemic justice. This paper contributes to the broader narrative of equity-driven educational transformation in correctional settings, offering actionable insights for policymakers, practitioners, and researchers.

Keywords: Juvenile correctional education, curriculum development, transformative leadership, student support, restorative justice, South Africa.