Children who had experience of immigration detention, reported: lack of access to information, no medical assistance, limited communication, poor food and living conditions (mixed ages, lack of clothing or bedding). Food for one young person included watereddown milk, stale bread and tomatoes. Another received one meal a day of boiled rice and vegetables. b. Education and Training Almost all children in child justice institutions confirmed that they had access to some form of education and/or training programme. Courses ranged from traditionally recognised State qualifications and literacy and basic skills, to personal and social development programmes (e.g. resilience, drug and alcohol) and vocational training (e.g. plumbing, computing, sewing, woodwork, hairdressing). Some institutions offered a wide range of courses while others were much more limited. Lack of choice and the need for specific training that would be more useful for job prospects were issues in some institutions. Staff or equipment shortages meant that sometimes not all could avail themselves of opportunities, or training was not provided consistently: ‘We have a tailoring teacher in here, maybe each week one of us go to tailoring training because shortage of trainer and equipment’. (M/13-17/1:APG) ‘There are people who used to come here and select children to join vocational training and be released, I am waiting for them, I wish they come’. (M/14-17/1:WEOG) High staff turnover impacted not only opportunities, but also the relationships that young people had established. Some spoke of positive relationships with teaching and training staff, commenting on their patience, understanding, and sometimes a level of care which was in contrast to detention facility staff. The continual turnover of staff in one institution resulted in the children feeling that they leave because ‘most of them become tired for being with us’ (M/13-17/1:APG). Staffing was an issue regarding access to education in another institution. Here it was reported that despite the commitment of teachers, staff often cut classes short in order to suit their schedules: ‘If there is a guard and he doesn’t want to stay in school after us “come on, already! Go to your rooms. I want to leave”’. (M/15-17/1:EEG) 89