High School Students' Views on Sending Troubled Youths to Military Barracks

Abstract

The policy of sending troubled students to military-style barracks, initiated by the Governor of West Java, has generated considerable public debate. This study aims to explore the perspectives of senior high school students, as the group most directly affected by the policy, particularly regarding how they define a “troubled child,” how they assess the effectiveness of the military approach, and who they consider most responsible for adolescent character development. Employing a qualitative approach, this study used in-depth interviews with thirteen senior high school and vocational school students from various regions in Indonesia. Data were analyzed through the concepts of repressive and participatory socialization, as well as the functions of political communication. The findings reveal divided student opinions: some support the barracks program as a means of instilling discipline and deterrence, while others express concern over the risk of psychological trauma and favor counseling-based approaches instead. Most informants agree that the military barracks program does not constitute a comprehensive solution, as it fails to address the root causes of delinquency, and they emphasize that parents and family remain the parties most responsible for shaping adolescent character. These findings suggest that effective adolescent socialization requires a balance between discipline and the cultivation of critical, participatory citizenship, supported by collaboration among family, school, and government.