These type of questions arise when tracing the history of juvenile justice, it is ideal to consider the terms "youth", "juvenile" and "adolescent", these terms are not universal. The idea of  juvenile delinquency stems from early nineteenth century in accordance to Bernard (1992), the primary use of the term appeared in the 'Report of the committee for investigating the causes of the alarming increase of juvenile delinquency in the metropolis' report published in 1816 London. The notion of juvenile delinquency is traditionally contingent, that being the social concept developed at a specific time in history (Cuneen, White and Richards, 2015). The occurrence of juvenile delinquency seems to be perfectly modern, some may argue that it came about with the transition from rural into urban societies which is associated with five factors (Cuneen, White and Richards, 2015). These five factors being urbanisation, industrialisation, population increase, the breakdown of traditional mechanisms of social control and juvenile justice mechanisms that uncovers juvenile offending (Bernard and Kurlychek, 2010). While these factors are vital it  it is the perception of the class based nature of juvenile justice that is much more significant. 
Transformation brought about :

New systems of conduct towards young people centred youth of the new class,  the significant period in understanding the development of the distinct system that dealt with juvenile offenders is the second half of the nineteenth century. However the criminal justice system performed poorly in separating children from adults when trying juvenile offenders (Cuneen, White and Richards, 2015). Within Common law the age of criminal liability was seven years old, for children aged between 7 and 14, there was an assumption that they were incapable of committing an indictable offences (Doli incapax). However this could be argued at court that the child knew the difference between right and wrong. In regards to punishment, adults and children were treated alike and deterrence was the main objective. As the nineteenth century took a crisis turn in regards to social issues like urbanisation growth of the working class, there was also a shift in the way crime was being conceptualised (Cuneen, White and Richards, 2015). Classical criminologists viewed crime as a result of free will, and the function of punishment and deterrence. Though by the early nineteenth century there was expansion in classificatory systems regarding criminal causation relation to the rise of positivist criminology.

Rehabilitation in adults courts is one of the five other vital purposes for sentencing, while in the children's court rehabilitation is an overarching principle. 

Class has never imposed in the social analysis of juvenile justice, class is a social relation directly allied parallel with political, economic and social power. This is evident in how institutions are arranged, societal sources are distributed and how laws and the justice system is framed (Cuneen, White and Richards, 2015). Cuneen, White and Richards contend that individuals a ct in accordance with the resources collectively available to them. An example of these resources are are cultural in nature and materialistic, while the concept of class correlating with young children is substantially contingent, depending on friend family and resources changing over time.  

Habitus is the focal point to  Bourdieu’s theory of social administration, it is seen as a manifestation of "social arrangements and material circumstances". Habitus is viewed as emerging initially in an individuals childhood, this correlating with their growing environment (Bourdieu and Wacquant, 1992). The "endlessly transforming" outcomes as a lens in which individuals interpret the world. The work of Bourdieu's Habitus holds much significance regarding young people's relationship with crime, it explores how certain things happen in a neighbourhood making crime the norm "a sense of routine and habit".

such programs aim to provide the offending youth with many opportunities to succeed. Some intervention programs are also in place to re-establish and re strengthen youths’ bonds and with their family too.