Reflection | Policing blog

Passionately curious: Bridging Theory and Practice in Police Education

Paul Williamson | 17 September 202617 September 2026

How can police education successfully connect academic theory with the realities of operational practice?

In this latest UWE Bristol Policing blog, our colleague Tracey Payne reflects on the research and personal learning behind her MA Education dissertation. Drawing on the experiences of PCDA students and academic staff, Tracey explores where theory and practice complement one another, where tensions remain, and how teaching approaches can help student officers recognise the operational value of academic learning.

Alongside the research findings and recommendations, Tracey offers an honest account of completing a substantial research project while balancing professional responsibilities. Her reflections highlight the importance of curiosity, protected study time, supportive supervision and lifelong learning, not only for student officers, but also for those who teach and support them.

Aligning Theory and Practice: Reflections on My MA Research Journey

“I have no special talents. I am only passionately curious.”

Albert Einstein

When I came across this quote, it made me smile because it sums up my approach to this research journey. Curiosity about the experiences of PCDA students and the relationship between theory and practice motivated me throughout the project and, if anything, fuelled an even greater enthusiasm for research and lifelong learning.

Completing my MA Education dissertation, Aligning Theory and Practice: Exploring Dissonance and Congruence on the Police Constable Degree Apprenticeship (PCDA), has been one of the most challenging and rewarding experiences of my professional academic career. As both a former police officer and current academic, the research provided an opportunity to explore an issue that I have observed throughout my time in policing education: the relationship between academic theory and operational policing practice.

What Did the Research Find?

The study explored the experiences of a small number of students and academic staff on the PCDA programme, examining where theory and practice align well and where tensions emerge. Through surveys, interviews and a review of the literature, the research found that participants recognised the value of criminological theory, particularly theories such as Social Learning Theory and Adverse Childhood Experiences (ACEs), in helping officers better understand behaviour, vulnerability and decision-making. However, students sometimes struggled to see the direct relevance of certain academic concepts to their day-to-day operational duties. Although participants acknowledged that criminological theory could enhance critical thinking, ethical reasoning and understanding of behaviour, a recurring source of dissonance arose when theoretical frameworks appeared disconnected from operational realities. Academics reported that students were more likely to engage with theory when it was explicitly contextualised through real-life policing examples, reflective practice and scenario-based learning.

Analysis identified six themes that shaped participants’ experiences:

Theory to Practice Alignment – difficulties in translating theory into operational practice.
Curriculum Complexity and Misalignment – perceptions of academic overload.
Cohort Dynamics and Engagement Patterns – the influence of peer groups and policing culture.
Lecturer Strategies and Pedagogical Adaptations – approaches that successfully bridge theory and practice.
Impact on Motivation and Identity Formation – the influence of learning on professional identity and confidence.
Challenges and Cultural Resistance – ongoing resistance to degree-level policing education.

Importantly, the research also highlighted significant examples of existing good practice. Scenario-based learning, practitioner-led teaching, reflective practice and strong collaboration between the university and police service were all identified as effective ways of helping students make sense of theoretical concepts and apply them within operational settings.

Key Recommendations

While the findings demonstrated many strengths within the programme, several recommendations were identified to further strengthen theory and practice integration.

These included:

Embedding more structured reflective practice throughout the curriculum.
Increasing the use of real-world case studies and practitioner input.
Exploring immersive technologies such as virtual and augmented reality.
Involving alumni more regularly as mentors, guest speakers and role models.
Creating safe spaces for discussion around challenging topics.
Encouraging greater student participation in curriculum development.
Developing curriculum heat maps to identify areas of perceived misalignment between theory and practice.
Exploring the use of Cognitive Dissonance Theory exercises to support learning and professional development.

At the heart of the recommendations is a simple message: theory and practice should not be considered competing concepts. Instead, when effectively aligned, they can strengthen professional competence, critical thinking and evidence-based policing.

Reflecting on the Research Journey

Schön (1983) describes reflection as a key component of professional practice, enabling practitioners to learn from their experiences and improve future performance. Conducting my own research increased my understanding of the challenges experienced by students balancing work and study, allowing me to become a more reflective and empathetic educator.

One of the most important lessons I learned was understanding how I work best. As Mondays are my non-working day, I quickly realised that meaningful progress was achieved when I consolidated my research into dedicated blocks of time. It often takes me a while to fully immerse myself in a task, therefore trying to complete small pieces of work around a busy working week was not particularly effective.

Instead, I found that setting aside specific periods of uninterrupted time allowed me to become fully focused on the research. This meant that many weekends and non-working days became dedicated research days. While this required personal commitment and sacrifice, it also provided clarity and structure. During my working week I was able to focus entirely on supporting students, confident that dedicated time for my research had already been planned.

Towards the latter stages of the project, I was fortunate to utilise scholarly leave. This proved invaluable. Having protected time away from the day-to-day demands of my role enabled me to immerse myself completely in the project without feeling conflicted between competing responsibilities. The ability to focus solely on the research significantly increased my productivity and allowed me to complete several key stages of the dissertation.

The Value of Support

Although research can often feel like a solitary endeavour, I was fortunate to benefit from excellent support throughout the process.

My personal tutor provided an invaluable sense check at key stages of the project. Their encouragement, guidance and constructive challenge helped me maintain confidence during moments of uncertainty and ensured that I remained focused on the overall research objectives.

I also set myself a personal target of completing the dissertation two weeks before the submission deadline. Previous experience had taught me that the final checks associated with a substantial piece of work, reviewing references, citations, formatting, indexing and overall accuracy, can take far longer than expected, and I wanted to avoid the stress of completing these tasks against a looming deadline. Additionally, setting an earlier completion date helped create a clear endpoint and reduced the temptation to make continual amendments that added little value to the final submission. In hindsight, this proved to be the right decision.

By the end of the process, I can honestly admit that I had reached a point where I felt I had given everything I could to the project.

Looking Back and Looking Forward

“We do not learn from experience… we learn from reflecting on experience.”
John Dewey (1933)

A few months after submission, my perspective has changed again. Having had time away from formal study, I now find myself increasingly drawn back towards research and learning. What initially felt like relief at finishing has gradually become a renewed curiosity and enthusiasm for further academic enquiry.

Perhaps the greatest personal outcome from this experience has been the increased empathy I now have for my students. Conducting the research myself reminded me of the challenges associated with balancing professional responsibilities alongside academic study. It has made me more current, more understanding and, hopefully, better equipped to offer meaningful advice and support to those navigating similar challenges.

Finally, completing this journey alongside our PCDA students made the achievement even more special. To graduate at the same time as many of the student officers whose educational journeys I have supported throughout their degree felt particularly fitting. It served as a reminder that learning never truly stops, regardless of career stage or experience.

The dissertation may be complete, but the questions it raised and the enthusiasm it reignited continue to shape my thinking today. Research has not only enhanced my understanding of policing education; it has also reminded me why lifelong learning remains such a rewarding journey.

About the Author

Tracey Payne is a Senior Lecturer and Programme Leader for Year 3 of the Police Constable Degree Apprenticeship (PCDA) at UWE Bristol. After retiring from Avon and Somerset Police in January 2019 following 30 years of operational service, Tracey joined UWE a week later and played a key role in the design and delivery of the PCDA programme. Seven years on, Tracey remains committed to supporting student officers, driven by curiosity, continuous learning, and a passion for bridging theory and practice in police education.

References

Calaprice, A. (2011) The Ultimate Quotable Einstein. Princeton, NJ: Princeton University Press.

Dewey, J. (1933) How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath.

Schön, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

Editorial team

Paul Williamson (Editor-in-Chief); Claudia McCready (Senior Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer) and Ian Lowe (Senior Lecturer).

Bringing Vulnerability to Life: Transforming Police Learning Through Immersive Hydra Simulation at UWE

Claire Bowers | 6 August 20266 August 2026

In this week’s blog, Claire Bowers, Senior Lecturer at UWE, reflects on an innovative collaboration with UWE’s New Wave Agency to enhance simulation-based learning about vulnerability for Year 2 students on the Police Constable Degree Apprenticeship (PCDA). The project has produced highly positive outcomes, demonstrating the value of experiential learning in policing education.

Claire has over 20 years experience across safeguarding, criminal justice and education and is now based within the Social Work team in the School of Health and Social Wellbeing at UWE. Prior to this role, she was a Senior Lecturer in Policing and module leader for Investigating Vulnerability and Risk.

Why Vulnerability Matters to Every Officer

The National Vulnerability and Public Protection Strategy (2025) states that “vulnerability and public protection is everyone’s business” reflecting the understanding that recognising vulnerability, safeguarding victims and disrupting exploitation are essential responsibilities shared across all areas of policing. Vulnerability has evolved from a specialist safeguarding concern to a central organising principle of contemporary policing, with issues such as domestic abuse, county lines offending and modern slavery generating substantial policing demand and requiring coordinated safeguarding and enforcement responses.

Vulnerability is a core theme throughout the Police Constable Degree Apprenticeship (PCDA) at UWE.

The Year 2 ‘Investigating Vulnerability and Risk’ (IVR) module builds on Year 1 learning, deepening critical reflection and understanding of vulnerability-related harm through research, policy and practice. Student officers also examine new complex areas such as cyber-enabled crime, counterterrorism and radicalisation, while developing the skills to identify, assess and manage vulnerability through evidence-based policing and trauma informed perspectives. The module culminates in a ‘Hydra style’ simulation exercise, consolidating the learning and based on the facts of a true case.

HYDRA is the multi-agency decision-making simulation system developed for emergency services and public sector leadership training.

The name ‘Hydra’ is linked to the mythological Hydra; the many‑headed serpent from Greek mythology. The idea is that complex incidents present multiple, interconnected problems at the same time. Much like the many heads of the mythical Hydra, as you deal with one issue (or ‘head’ for the purposes of the analogy) others then emerge which also need to be carefully managed!

Chernikova et al. (2020) clearly identifies the positive effects that simulation-based learning can have when utilised within higher education. Drawing upon Kolb’s (1984) experiential learning theory, simulation enables learners to develop knowledge and skills through active participation and reflective practice. Recreating policing incidents in this way offers a safe learning environment in which learners can apply theory to practice, develop decision-making skills, and learn from mistakes without the risks, costs, or resource implications associated with real-world incidents (Whitcombe et al. 2025).

During the IVR Hydra session, student officers receive information relating to a family, following concerns raised by a neighbour regarding suspected domestic abuse. The case unfolds in real time, requiring officers to gather information, complete investigative tasks, develop intelligence, and make critical decisions under pressure. Student feedback on the original scenario noted that it was useful, but lacked in realism.

Claire Bowers- UWE Senior Policing Lecturer:

“As module leader, I wanted to enhance the learning experience; moving away from written intelligence reports and witness statements; towards recorded victim and witness accounts, email screenshots and teams meeting updates. I wanted a more realistic simulation experience for the student officers.”

Enhanced resources would enable officers to engage with evidence in a more authentic way, mirroring the information-gathering processes used in operational policing and creating a more immersive learning environment.

Photo shows **Claire Riecol** and **Martin Fox** as Police Officers during an online ‘Teams meeting’.

The Evolution of the Hydra Exercise: Authentic Simulation Through Collaboration

Alongside achieving our core aims, we were keen to create meaningful opportunities for UWE students and support emerging creative talent. We therefore secured a budget to work with Anneliese Paul, Director of the New Wave Agency (and UWE Lecturer in Experiential Learning) who recruited a fantastic team of Film Making and Media Production students to work on the project.

New Wave Creative Agency at UWE Bristol’s School of Arts is designed to secure equitable access to professional freelance jobs and networks for students and recent graduates.

The production team consisted of the Producer; Madeline Jeffs (who was also Director Assistant, Editing Assistant and Camera and Sound Assistant), Eloise Hillsdon as Script-writer, Camera & Sound and Director Assistant, and Zuva Mutambasere, who was Script-writing Assistant and Editor. They approached the work with professionalism and enthusiasm, recognising the importance of creating a realistic learning experience for student officers.

Left photo shows **Madeline Jeffs** (Producer) and **Eloise Hillsdon** (Camera & Sound). Right photo shows **Madeline Jeffs** (Producer) and **Eloise Hillsdon** (Camera & Sound), **Lauren Costello** (Jane) and **Claire Riecol** (Police Officer).

We worked closely with the production team as they advertised for and casted actors to portray the key individuals involved in the case. Detailed scripts were developed and a series of filmed episodes were produced during March; with filming taking place both on location and within the Frenchay Simulation Suite at UWE Bristol.

From left to right: **Madeline Jeffs** (Producer), **Claire Riecol** (Police Officer), **David Catt** (UWE Senior Policing Lecturer and original author of the Hydra consolidation exercise), **Charlie Downes** (Mike), **Eloise Hillsdon** (Camera & Sound) and **Martin Fox** (Police Officer).

Several of the actors had previous policing experience, which proved invaluable in ensuring the scenarios reflected the realities of police practice.

The cast included Claire Riecol and Martin Fox as Police Officers, Lauren Costello as ‘Jane’, Charlie Downes as ‘Mike’ and Eiri Davies as ‘Amy’. Their insights helped shape dialogue, behaviours and investigative interactions, contributing significantly to the authenticity of the final product.

The overall commitment of the cast and production team resulted in a series of high-quality recordings, and the finished product is something of which we are all extremely proud.

Photo shows **Martin Fox** and **Claire Riecol** (Police Officers) and **Eloise Hillsdon** (Camera & Sound)

The first delivery of the exercise using the new resources took place in April and the introduction of Blackboard Ultra added to the interactive style of delivery. Information and evidence was released dynamically as the scenario unfolded, and interactive discussion boards further enhanced the immersive nature of the experience.

The session ended with a debrief from UWE Senior Policing Lecturer David Catt, the detective responsible for the original case upon which the exercise was based. Student officers were very positive about this:

“Dave’s input at the end and detailing rationale was so helpful. It was really interesting to hear about the actual case and how he questioned himself during his decision making. It really brought it and the learning to life.”

Since then, we have delivered the new and improved Hydra exercise to two separate cohorts of student officers and are delighted to report that the feedback has been overwhelmingly positive!

This word cloud shows the words used by students to describe the exercise. These included *“engaging”, “enjoyable”, “effective”, “helpful”, “useful” “interesting”, “insightful”* and “fun.” The larger the word appears, the more frequently it was used by students.

The feedback suggests that the new Hydra exercise was highly successful…

95% of students reported that they enjoyed the “innovative approach to learning” and over 90% “really enjoyed” the activity. 77% felt that the resources were “realistic and reflective of real policing practice”.

Comments made by students include:

“I thoroughly enjoyed it, one of my favourite days!”

“It was very realistic to real-life scenarios…”

“Fantastically taught! Genuinely quite realistic considering we’re in a classroom.”

“I really enjoyed not knowing what was going to happen, having to react and make decisions to the information as it was given…”

“It was a visual and interactive way of learning and consolidated everything we had learnt from the module…”

“It really got me thinking about decision making and safeguarding from a new light…”

When asked what the “most helpful learning” from the input was, students gave the following answers:

“It showed me how important trauma- informed policing is…”

“It helped me think about how to deal with CSE cases, making sure I look at the bigger picture when dealing with incidents…”

“It really highlighted the importance of ‘good’ decision making and different ways of thinking around problems…”

In Conclusion…

The feedback clearly demonstrates that the investment in developing authentic, scenario-based learning resources has had a significantly positive impact on student engagement and the perceived quality of the learning experience. By combining professional-quality video resources, realistic decision-making challenges, and interactive delivery through Blackboard Ultra, we have created a learning environment that more closely mirrors the complexities and pressures that officers will encounter in operational policing.

It is a resource that can now be adapted and incorporated into other aspects of the policing programmes to help educate around issues of vulnerability, better preparing future officers for the challenges of modern policing.

Eve Smietanko- UWE Senior Policing Lecturer:

“I used the new Hydra exercise on Wednesday with my year two Police Constable Entry Programme students and it was incredible! Having the actors made all the difference and a lot of the students mentioned in the end of module evaluation, stating it was one of their favourite parts of the module.”

Photo shows body worn camera footage of **Eiri Davies**, cast as Amy.

In Gratitude…

These positive outcomes reflect the collective effort that underpinned the project. This project truly was a team effort and a great example of cross college collaboration within UWE. Special thanks go to Peter Clegg, Head of the School of Social Sciences and Anne Eason, Associate Director of Policing, for supporting the funding bid from the outset and helping us secure the resources needed to bring the project to life.

We are also extremely grateful to the New Wave Agency production team and Anneliese Paul, as well all of the actors who gave their time, energy and expertise to the filming process. The realism and professionalism recognised by the students officers are testament to the high standard of work produced by the New Wave student production crew and actors, whose creativity, technical skills and commitment were instrumental in bringing the exercise to life.

Particular thanks go to David Catt, whose original vision and inspiration for the session laid the foundations for what the Hydra exercise has become.

Finally, a huge thank you must go to the lecturers who make the day possible.

Delivering the Hydra exercise is staff-intensive and requires considerable planning, coordination and facilitation, but the impact on student learning makes it more than worthwhile.

Photos shows **Madeline Jeffs** (Producer) and **Eloise Hillsdon** (Camera & Sound), **Lauren Costello** (Jane) and **Claire Riecol** (Police Officer).

Some Final Words from the New Wave Student Production and Filming team:

We will end with some final reflections from the New Wave Student Production and Filming team about their experiences of working on the project, which for most, represented one of their first commissioned professional productions:

Maddy Jeffs- Producer and Director Assistant:

“I really enjoyed the process! It was a unique and completely different approach to filmmaking. Because the scenarios were based on real-life policing, it was important to us to get every detail right. We were keen to cast actors with relevant experience to ensure the performances felt genuine and authentic, allowing scenes to feel less scripted and truer to life. The collaboration between the actors and crew was invaluable, particularly when it came to how people would realistically speak and behave. We thought carefully about the subtle clues officers would need to pick up on, from non-verbal communication to facial expressions, to create something as realistic and impactful as possible.”

Eloise Hillsdon- Camera & Sound and Director Assistant:

“I learned so much about policing and just how complex the job really is. It was a great experience to write scripts based on real-life situations rather than pure drama. Knowing that the materials we produced could have a genuine impact on police officers’ decision-making, and may even help save a life one day, made the project especially meaningful.”

Zuva Mutambasere- Script-writing Assistant and Editor:

“I really enjoyed the team experience. It was a truly collaborative process, with everyone bringing their own ideas and expertise to create something meaningful together.”

References

Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., and Fischer, F. (2020) ‘Simulation-Based Learning in Higher Education: A Meta-Analysis. Review of Educational Research, 90: 499–541.

Kolb, D. A. (1984) Experiential Learning: Experience as the Source of Learning and Development. NJ: Prentice-Hall.

Whitcombe, D., Pepper, I., Baty, P., Bullen, E., Davies, A., Jessop, S., Vickery, J. and Whistance, R. (2025) ‘Simulations for police learning: an opportunity for standardised simulation design.’ Policing: A Journal of Policy and Practice, 19.

If you would you like to learn more about this project, please contact Paul.Williamson@uwe.ac.uk as Year 2 Programme Lead on the PCDA.

Editorial Team

Paul Williamson (Editor-in-Chief), Claudia McCready (Lecturer), Claire Bowers (Senior Lecturer), Eve Smietanko (Senior Lecturer) and Ian Lowe (Senior Lecturer).

From Silence to Voice: Reflecting on a Powerful Event at UWE Bristol

Paul Williamson | 23 July 2026

In this powerful and reflective blog, Imogen Hirst, Senior Lecturer on the Policing Programme at UWE Bristol, reflects on the courage of domestic abuse survivors and considers the importance of placing lived experience at the heart of education, professional practice and wider conversations about domestic abuse.

In Imogen’s own words

On 16 June 2026, I had the privilege of hosting Surviving Domestic Abuse: From Silence to Voice at UWE Bristol. Delivered in partnership with the Hartcliffe and Withywood Community Partnership Domestic Abuse Survivors Group, ‘WithHart’. The event brought together staff, students, practitioners and members of the wider community to listen, learn and reflect on the realities and lasting impact of domestic abuse.

More importantly, it created a space where survivor voices were placed at the centre of the conversation.

Creating a Space for Survivor Voices

The morning began with a welcome from Professor Peter Clegg, Head of the School of Social Sciences at UWE Bristol, whose opening remarks highlighted the importance of partnership working, community engagement and creating opportunities for lived experience to inform understanding and learning. Attendees then heard from the group lead about the origins and development of WithHart. What followed was both moving and memorable.

Courage, Creativity and Lived Experience

Three survivors shared deeply personal poems and letters to their younger selves. Their words spoke of fear, resilience, loss, survival and hope. The courage required to share such personal experiences with a room full of people was extraordinary. As the audience listened, there was a palpable sense of respect, reflection and connection.

The event was further supported by Dr Anne Eason, Associate Professor of Trauma Informed Learning and Practice and Sarah Williams, both Associate Directors of Policing, who spoke powerfully about the importance of genuinely listening to lived experience and ensuring that survivor voices inform both education and professional practice. They also acknowledged the extraordinary courage shown by the survivors in sharing deeply personal experiences through poetry, letters and artwork. Their contributions reinforced the importance of creating spaces where lived experience is not only heard but valued as a source of insight, learning and understanding.

Learning Through Art and Storytelling

Alongside the spoken contributions, attendees were able to engage with a range of creative work produced by members of the group. Large scale artwork, written pieces and recorded spoken word installations provided different ways of understanding and responding to experiences of domestic abuse. The exhibition encouraged visitors to spend time with the stories being shared and to engage with them at their own pace.

One of the most striking aspects of the event was the way in which creativity enabled voices to be heard. Through poetry, letters, visual art and spoken word, survivors communicated experiences that are often difficult to express through conventional discussion. The result was an event that was both challenging and inspiring.

The Role of Universities in Listening

For those of us working in higher education, the event also served as an important reminder of the value of lived experience. Universities have a vital role to play in creating opportunities for voices that are too often unheard. Events such as this allow us to move beyond statistics and policy discussions and engage with the human realities that sit behind them.

The feedback received throughout the day reflected the impact of what had been shared. Many attendees spoke about how powerful they found the personal stories, the artwork and the opportunity to reflect on experiences that are frequently hidden from public view.

Feeling Heard and Empowered

Perhaps most importantly, several of the survivors spoke afterwards about feeling genuinely heard and empowered. For individuals whose experiences have often been overlooked, dismissed or silenced, having the opportunity to share their stories in a supportive environment and knowing that people had truly listened was significant. The sense of empowerment that emerged from the event was powerful in itself and demonstrated the importance of creating spaces where lived experience is valued, respected and given a platform.

The event was made possible through the commitment, courage and generosity of the members of WithHart. Through their willingness to share their stories, creativity and experiences, they created an opportunity for meaningful learning, reflection and dialogue. Their contributions challenged assumptions, increased understanding and reminded all of us of the importance of listening to those with lived experience.

I would like to extend my sincere thanks to Mim and all of the members of WithHart who contributed to the event. It was a privilege to work alongside them and to help create a platform where their voices could be heard.

The event was entitled “From Silence to Voice”. By the end of the day, it was clear that the survivors had not only found their voice but had also experienced the power of being truly listened to. Sharing their stories meant they felt valued, respected and empowered. In many ways, that may be one of the most important outcomes of all.

You can find out more about Hartcliffe & Withywood Community Partnership and the support on offer here

Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Senior Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer) and Ian Lowe (Senior Lecturer).

Delivering Domestic Abuse and Trauma Informed Practice – Continuous Professional Development

Paul Williamson | 18 June 202618 June 2026

May 2026

Taking trauma-informed practice to St Helena

The British Overseas Territories police, do not benefit from the degree-level education that new police officers are afforded on the mainland. So, in May 2026, we (Dr Anne Eason and Sarah Williams – Associate Directors of Policing, UWE Bristol) went over to the beautiful island of St Helena, in the South Atlantic to deliver some Continuous Professional Development (CPD) on domestic abuse and trauma informed practice. Originally to be delivered to the Royal St Helena Police, it rapidly transformed into a multi-agency event; two lots of four days of knowledge exchange to police, social care, child and adolescent services, probation and more. This was an incredibly impactful experience for us, learning about the island, the islanders, their culture and practices, different from the mainland yet with similar challenges. And for those participants, an opportunity to learn more about the evidence base to domestic abuse and understand the traumatic experiences of those involved in it. A journey of mindfulness and personal and professional development, this reciprocal experience is nicely captured in the reflection below from PC Jamie Peters, who has shared his learning experience and how it has impacted upon his practice.

Putting CPD into practice

Continuous Professional Development (CPD) is most valuable when it can be applied immediately in practice. Following recent training on trauma-informed approaches, I have already been able to incorporate the learning into my day-to-day policing, particularly when dealing with vulnerable victims and complex domestic situations.

Working within a small police service, response officers are often the first point of contact for people experiencing some of the most difficult circumstances in their lives. This means that our approach can have a significant impact on how supported victims feel and how willing they are to engage with the criminal justice process. As a result, being victim-led and delivering the most effective service possible remains one of our highest priorities.

Responding to vulnerability and coercive control

Shortly after completing the training, I attended an incident involving concerns of controlling and coercive behaviour within a household. The circumstances presented an opportunity to immediately put the principles of trauma-informed policing into practice. Rather than focusing solely on the events that had been reported, I was able to consider the wider context of the victim’s experiences, their behaviour, and the potential impact that ongoing abuse may have had on their decision-making and interactions with police.

The training reinforced the importance of understanding that trauma can affect how people communicate, recall events, and engage with support services. By adopting a trauma-informed approach, I was able to take more time to listen, build rapport, and better understand the victim’s circumstances. This helped ensure that the victim felt heard and supported while allowing me to gather a fuller picture of the situation.

Applying this approach also uncovered an instance of physical abuse within the same household. This discovery was pivotal, as it revealed a pattern of more serious allegations affecting a victim over a period of more than ten years. By recognizing the signs of trauma and taking a victim-led approach, I was able to identify risks and safeguard the individual in a way that may not have been possible through a standard response approach.

Understanding the impact of trauma

One of the key messages from the training was the importance of recognising that victims may not always present in the way we expect. Understanding the effects of trauma helps officers avoid making assumptions and instead focus on the individual’s experiences and needs. This perspective proved particularly valuable during this incident and influenced the way I approached conversations, safeguarding considerations, and the support options that were offered.

From learning to lasting practice

The experience demonstrated how effective CPD can be when learning is directly relevant to operational policing. The ability to take knowledge gained in a training environment and apply it immediately in a real-world context not only benefits officers but also improves outcomes for victims and communities.

As policing continues to evolve, so too must our understanding of the people we serve. The trauma-informed training has provided practical tools and greater awareness that I will continue to use throughout my role. It has reinforced the importance of putting victims at the centre of our decision-making and ensuring that every interaction is approached with professionalism, empathy, and an understanding of the potential impact of trauma.

For me, this training was not simply an academic exercise or another death by PowerPoint; it has already influenced my policing style and enhanced the service I am able to provide to members of our community.

Looking ahead

Thanks to Jamie for sharing his experience. We look forward to returning to St Helena in the future and extending this to other islands of the British Overseas Territories.

Anne and Sarah

Dr Anne Eason & Sarah Williams – Associate Directors of Policing at UWE Bristol

Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer) and Ian Lowe (Senior Lecturer).

Professional Policing student shares Project Zulu experience

Paul Williamson | 27 March 202627 March 2026

We are grateful to Molly Diamond, a third-year Professional Policing Degree (PPD) student at UWE Bristol, for reflecting on her experience last August with the volunteering scheme Project Zulu.

The Professional Policing degree is a pre-join programme designed to prepare students for roles in the police and wider criminal justice sector after completing their studies. Project Zulu offers students from a range of disciplines the opportunity to volunteer in township schools in KwaZulu-Natal, South Africa.

As part of the safeguarding project, Molly worked alongside two fellow UWE Bristol students from other programmes. During her time there, she delivered lessons to schoolchildren on safety and sexual harassment, presented at a conference for teachers, and discussed safeguarding strategies with school principals. Molly was a real asset to the project, and here she reflects on the experience and the impact it had on her.

Why I took part in Project Zulu

Project Zulu is an organisation that collaborates with various departments at UWE to provide educational support and resources to schools in South Africa. I applied knowing it would be a once-in-a-lifetime opportunity, even though I was also in the middle of my application to join the police specials. When I received an offer to start training, I had to make a difficult decision — the dates clashed with my trip to South Africa. Ultimately, I chose to turn down the offer, trusting that I could reapply later and that this trip was something I couldn’t miss.

Arriving in KwaZulu-Natal

Before leaving, I felt a mix of nerves, excitement, and anticipation. I expected to run a few sessions with the support of Tim, Matt, and the other girls who were offered a place Erin and Emily. I was anxious about flying solo for the first time and being far from family. Thankfully, the flights were smooth, and meeting the Project Zulu team immediately put me at ease.

Delivering safeguarding education

Working in the schools and leading conferences, workshops, and meetings was more manageable than I expected. I’m not someone who thrives on improvisation, and the first workshop tested me: our presentation failed, the children didn’t speak English, and we had 25 more students than planned. It was overwhelming, but with support from Matt, Tim, and the team, we adapted and restructured our workshops to better suit the classrooms.

Engaging with the teachers brought its own challenges, though the language barrier was less of an issue. One conference didn’t go as planned, but we made the most of it and sparked meaningful conversations about the issues children face.

What I learned from the experience

This trip has made me more confident, patient, and flexible. Working alongside Emily, Erin, Matt, and Tim was a privilege, and I’m deeply grateful for the experience. It was filled with hard work, early mornings, and moments of anxiety — but also laughter, growth, and unforgettable memories. If you are thinking of applying, I recommend you go for it, I will never forget this and had the best time ever.

Thank you, Molly, for sharing your experiences and for being such a positive representative of the UWE Bristol PPD programme.

Interested in the PPD at UWE Bristol?

UWE Bristol are regional pioneers of the national transformation in police education. If you would like to find out more about the Pre-join Degree in Professional Policing, you can follow this link

Editorial team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer) and Ian Lowe (Senior Lecturer).

National Apprenticeship Week

Paul Williamson | 11 February 202611 February 2026

To mark the NAW2026 Apprentice Wednesday theme, we are sharing another snapshot of life on the Police Constable Degree Apprenticeship (PCDA). In this blog, apprentice officer Tom Owen from our June24 cohort, reflects on the variety and pace of frontline policing, busts a common myth about the journey into the role, and explains how academic learning, reflective practice and real-world experience combine, often under pressure, to shape professional judgement. Over to Tom…

Favourite part of the role

Variety – no two days feel the same. You might be writing coursework, reflecting on your experiences one day, and the next you’re then seeing how the theory translates into practice as you juggle safety, legislation, and investigation at the scene of a roadside collision. That overlap between academic thinking and frenetic frontline policing is demanding, but it makes the PCDA feel like real professional development, not just policing with university on the side.

One Myth to bust

It’s a long road to becoming a police officer. That’s definitely not been my experience. Day one, its impressed upon you that you’re an officer – with the accountability and responsibility that comes with it. The expectations are rightly high even as you learn the basics.

Day in the life

There’s no standard day, and no easy ones either! You might be on a nine-hour shift, with no possibility of rest and no guarantee of finishing on time. During that you’ll work collisions, assaults, thefts, and anything else that you’re thrown at and whether you’re with your tutor (in the early days) or out on your own, you’re constantly applying what you’ve learned to some really chaotic situations. You may never have experienced real conflict before, but you’ll suddenly find yourself trying to remember how a complex piece of legislation fits the circumstances you find yourself in and gets you to a good outcome for the people involved. If you’re not on shift and back in an academic cycle the pressure doesn’t lessen. Sure, you may not be in harm’s way, but you’ll have assignments and deadlines that keep the pressure on. It’s so important to find ways of balancing it all, managing that stress, but it’s worth it. It really is.

Top 3 learning moments

Reflective writing helps you. It feels strange and perhaps less than relevant when you begin writing reflections as part of the apprenticeship programme. Lean into it: It’s a crucial skill. It teaches you to take a moment and breathe, to learn what you can from a situation and to recognise the things that are within (or beyond) your control. You’ll need that every day you’re on duty.

Keep de-escalating. Find new ways to try to calm a situation. Even if you’ve tried, even if you’re repeating yourself, even while you’re having to physically intervene just keep trying to calm them.

Theory and Practice: it’s fair to say that some models you look at in university don’t quite land cleanly out in the world. Policing is messy and chaotic and you’ll scratch your head trying to find the relevance of a particular model. Take the pieces of each of them that apply to a situation though and you’ll quickly find yourself building better ways of approaching problems that come up again and again.

Challenges

The hardest part of the process is workload. The University periods seem well contained, but managing your reflective practice and selecting evidence to meet competencies while being bounced from incident to incident can prove challenging. The work of response policing alone can be challenging to be honest, if somewhat expected. The best advice is to speak with your tutor and supervisor early and check in if you need to.

Advice for applicants

Get comfortable with planning your work in advance – even on district. If you have investigations, you’re managing then understand who you need to speak to, where you need to go to advance them and do it before the radio calls you to the next demand on your time. It’s fair that even the best laid plans rarely survive a busy shift but keep a record of outstanding tasks and get to them when you can – it’ll save you a headache later as you try to catch up and the radio’s calling.

Thanks to Tom for sharing such an honest and thoughtful snapshot of life on the PCDA. If you are interested to find out more, you can follow these links to #NAW2026 and the Police degree apprenticeship route.

Editorial team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer) and Ian Lowe (Senior Lecturer).

Celebrating National Apprenticeship Week 2026

Paul Williamson | 9 February 20269 February 2026

We are thrilled to be supporting the start of National Apprenticeship Week with a two-part series celebrating Police Constable Degree Apprenticeship (PCDA) officers from Avon & Somerset Police. Each piece offers an honest look at early career frontline policing, what they enjoy most, what a typical shift can involve, key learning that has shaped their practice, and the realities of balancing degree study alongside operational demand.

First up is Coral Forde, reflecting on teamwork, the pace and variety of response policing, and the practical lessons picked up on the programme.

Favourite part

My favourite part of my policing career is my team. The team dynamic works well, in that we recognise each other’s strengths and weaknesses, which we use to our advantage at jobs. By having a smaller team, we hold each other accountable and identify areas for personal development. Due to the shift pattern, we spend a lot of time around each other, and by having a great team where I feel supported, I enjoy going to work.

A common myth is that all police officers are blue‑light trained, but in reality, officers complete the advanced response driving courses needed to legally and safely drive on blue lights after 3 years of service.

Day in the life of

I try to arrive early, giving myself time to settle in before the pace picks up. Some days I am sent straight out to support colleagues or help meet demand. If I am not, I head into briefing — the essential “need‑to‑know” update on recent activity, current risks, and priority intelligence for my area. We will also be assigned to our call sign and crewing. This usually takes around 20 minutes. I may be assigned a handover, where I take over the investigation around someone who is in police custody or a Top 3 priority job, which is a call that needs to be dealt with ASAP but due to staffing levels and other demands, has not been attended yet. Where I can, I check my emails and task tray, working through any admin that needs attention before heading out. Throughout my shift I can be dispatched to anything from Missing people, Road traffic collisions, Domestic incidents, suspicious behaviour, and people in mental health crisis. In between calls, I will grab some food and where I can I like a cup of tea. Every day is different, some can be busier than others, but each one is centred on preventing harm, crime reduction and supporting my community.

Three things I have learnt

One of the important things I have learnt whilst at UWE that has transferred over into operational policing is the 8 – Step ladder to Femicide, developed by Professor Jane Monkton Smith. By understanding the 8‑Stage Homicide Timeline, I can now better recognise patterns of coercive control and escalating risk long before violence reaches a crisis point, and I can use the stages alongside my NDM to identify practical actions and safeguarding interventions at any domestic incident I attend.

I have also learnt the importance of learning about and understanding local issues within my community, as it will help me identify and support vulnerable people, and understand why they may commit crime. This will shape the type of policing response we give to help balance public confidence whilst upholding the law.

Being on the PCDA programme with UWE has taught me how important it is to reflect on my work and decisions, both in the moment and after incidents. Through academic input and practical learning, I have developed a better understanding of why reflective practice strengthens my professional judgement, improves my policing approach, and helps me recognise areas for growth. It has encouraged me to think critically about my actions, learn from experience, and continuously improve the way I safeguard and serve the public.

Challenge of apprenticeship

For me, the biggest challenge of the apprenticeship is time management. You get protected learning time when you are at UWE, but alongside operational demand, you are required to complete reflections weekly during tutorship, and monthly thereafter. On top of this we are also required to submit evidence forms until we become fully operationally competent (FOC) to demonstrate our learning on the job. I was very fortunate in that I have an incredibly supportive PDU assessor. He introduced himself the first week of the PCDA programme and outlined how he would be supporting my career development. We maintained regular contact and set goals which minimised any stress and build-up of workload. He has also been supportive around my welfare as and when appropriate.

One piece of practical advice

One piece of practical advice I would give any officer, is invest in your locker. It will become your personal welfare hub. Keep it stocked with grab and go snacks, drinks, toiletries, spare uniform, and a change of personal clothes. By investing in your locker contents, you will be prepared for what the shift may throw at you. Plus, it means you will not have to wear custody clothes if you must change after a particularly messy job.

One thing I am proud of

I am proud to be working in my community, doing what I can to make a positive difference, and I hope that by showing my commitment, I can inspire others to step forward and do the same.

Thanks for reading Coral’s snapshot. If you are interested to find out more, you can follow these links to #NAW2026 and the Police degree apprenticeship route.

Editorial team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer) and Ian Lowe (Senior Lecturer).

Reflective Practice in Police Training

Claire Bowers | 22 January 202622 January 2026

“Reflection is one of the most underused yet powerful tools for success.” – Richard Carlson

Many of us have fresh goals and ambitious plans as we step into the new year. However, before we race ahead, there is immense value in pausing to look back. Reflection isn’t just about remembering what happened. It’s about understanding what those experiences taught us and how they shape the way forward.

Our first blog of 2026 is written by Eve Middleton, who is our Apprenticeship Progress Manager in Policing at UWE. Eve has worked at UWE since 2014 in various different roles, but always linked to the support of our frontline vocational programmes including: teaching, nursing and now policing – since 2020.

In this blog Eve considers why reflection is such an important part of policing and life. Over to you Eve…

Why reflection matters…

I recently spoke with a student officer who, during their first year, couldn’t see the point of reflections. It felt like a box-ticking exercise that took time away from the real action in the station.

By their second year, their perspective had shifted. Revisiting earlier reflections, they saw clear evidence of how far they’d come — from feeling uncertain and easily flustered on patrol to attending complex incidents with confidence. Seeing their own progress written down made a real impact.

I’ll admit, I whooped (and tried hard not to say I told you so). They’d captured one of the most valuable parts of reflection. It’s not just about analysing mistakes or spotting weaknesses. Sometimes, it’s simply about taking a moment to recognise growth.

“We do not learn from experience… we learn from reflecting on experience.” -John Dewey

The College of Policing describes reflective practice as a key part of professional learning. In simple terms, it’s about making sense of your experiences. Understanding what went well, and what didn’t, and how you can use those lessons next time. Policing isn’t a static job; every day brings something new. Officers who can think critically about their actions, learn from mistakes, and adapt is what keeps them, their colleagues, and the public safe.

Reflective practice also helps you meet apprenticeship funding requirements. Every apprentice has to evidence a set amount of off-the-job training. This is new learning linked to the required knowledge, skills, and behaviours (or KSBs for short) that underpin the Police Constable Degree Apprenticeship (PCDA). Reflective writing counts towards KSBs and it also builds valuable evidence for student officers’ apprenticeship portfolios. It is also great preparation for professional discussion assessments, where you’ll be expected to explain what you’ve learned and how it links to the KSBs.

Beyond Pen and Paper

Not everyone connects with traditional written reflection. Some people think best out loud, which is why we’ve introduced the option for UWE PCDA Apprentices to record audio or video reflections instead. This way, you can reflect in whatever format works best for you.

This approach also mirrors what happens in real-life policing. Think about those informal debriefs after an incident, maybe on the drive back to the station or over a quick coffee with a colleague. You talk about what happened, what worked, and what you’d do differently next time. That’s reflection in action. We all do it! We’re all constantly processing, learning, and improving.

Dear Diary…

If the word “reflection” sounds a bit intimidating (or even a bit dull), try thinking of it as professional journaling. Journaling has well-known mental health benefits; it can reduce stress, improve emotional regulation, and help you make sense of tough experiences.

In policing, where officers regularly face high-pressure situations, reflective writing or recording can be a powerful way to build resilience. It helps you process what’s happened, spot patterns in your thinking, and strengthen your confidence and judgement. Over time, this kind of reflection can help you feel more grounded and capable, even in challenging situations.

Continuous Professional Development

Of course, all of this talk about reflections doesn’t just apply to your time as an apprentice. As you progress in your career, the reflective skills you have developed will be used again and again. Reflection for the purposes of continuous professional development (CPD) is something that will be expected from you throughout your career.

An example of this can be found in the College of Policing (2025) Resources for Reflective Practice where you are encouraged to use the reflective models of Gibbs (1988) and Kolb (1984) to reflect on the impact of your learning. In fact, if you search the web for ‘reflective practice in policing’ you will see that it is a value that is threaded throughout all career branches. Reflective practice is also supported and promoted by the IOPC and the Police Federation to foster a solution-based approach to complaint resolution.

A Little Nudge

I couldn’t resist the temptation to use this opportunity to provide a gentle reminder from your tripartite team, PDU assessors, and tutors to upload your monthly reflections! Nothing inspires ‘professional growth’ like a friendly nudge (or three)! It might feel like nagging, but we promise it’s for a good reason. We want you to succeed and fly through your assessments to reach a point where critical thinking becomes intuitive. So, upload those reflections and let your future self thank you later!

For more information and resources on reflective practice for UWE Apprentices, check your programme Blackboard site, chat with your PDU Assessor, or drop the PCDA tripartite team a line at hss.policing@uwe.ac.uk

About the Author

Eve immigrated to the UK from New Zealand in 2004 and found her way to the South West in 2007 after 3 years in London. She has had a varied working background including recruitment, film, TV, theatre, hospitality and childcare, to name a few! She currently lives in a beach town with her partner, dog and two cats and likes to spend much of her spare time pottering in the garden and learning new skills with power tools.

References

College of Policing (2025) Resources for Reflective Practice. Available from: Reflective-practice-resources-for-policing.docx [Accessed 15/01/2026].

Gibbs G. (1988). Learning by Doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic.

Kolb DA. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall

Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer) and Ian Lowe (Senior Lecturer).

If you would like to be a guest blogger, please contact Police.Blog@uwe

Please feel free to leave a comment below which will be shared with the contributors. We would love to hear your thoughts!

PCDA Students go International: PC’s Kennedy Marlow and Fay Workman Reflect on International Project Week in Germany

Paul Williamson | 19 June 202519 June 2025

Each year, a unique opportunity brings together police students and lecturers from across Europe for a week of international collaboration and learning. This year, UWE Bristol Police Constable Degree Apprenticeship (PCDA) students Kennedy Marlow and Fay Workman from Avon and Somerset Police joined 34 fellow attendees from nine European countries at the renowned Rheinland-Pfalz Police Academy in Germany for the International Project Week (IPW), held from 19 -23 May 2025.

Hosted in the scenic southwestern region of Germany, the IPW is more than just an academic exchange, it’s an immersive, hands-on experience that allows officers to compare how policing is practiced across borders. Students are split into six diverse, multinational teams, each led by a final-year German police student. These groups spend the week diving deep into police powers and procedures such as vehicle and identity checks, searches, use of force, culminating in team presentations at the end of the week.

In this blog, Kennedy and Fay share their experiences of the week which offers a fascinating insight into how international collaboration can shape our understanding of good policing, both at home and abroad.

What were your first impressions when you arrived in Germany and met the local officers?

Kennedy: We properly met the other student officers on day one, when we were split into groups. Fay and I split, giving us the best opportunity to mingles and not stick together! My group included four German officers and four others from across Europe. The Germans were incredibly warm and welcoming, and our group gelled faster than you can say “Bratwurst.” Their humour was sharp, their English flawless, and thankfully, their sarcastic Brexit jokes translated perfectly.

Fay: When I first arrived, I was immediately shocked at the grounds of the academy as it was an old air force base, it was such a beautiful place. I was nervous to meet all the other officers from European countries who I was sharing a flat with for the week. After a few hours, we attended a welcome lecture, and I could immediately see how welcoming the German officers were as well as the officers from all the other countries.

Can you describe a typical day during the exchange? What kinds of activities did you take part in?

Fay: So, every day was different. Some days we were doing a few hours of classroom discussion and scenario-based work. This was super interesting as it gave us a chance to compare powers and policies between countries and how we apply them to each scenario.

Other days consisted of visiting their local police station and seeing a training demonstration from the dog handlers, eyeing up their German fleet, having a look at their custody cells and getting to meet their helicopter squadron. We would regularly play sport in the evenings with all the German students and other exchange students, followed by a few beers in their bistro bar, playing drinking games all together.

Kennedy: The morning started early at around 06:30, having to share a shower with four other girls was really survival of the fastest. Breakfast ran until 07:30 and by 08:00 we were in our groups, speaking through scenarios and how each country would use their policy and powers, quickly learning Bulgaria really play by their own rules.

Lunch was like going back to primary school, two options, Veggie and meat. All provided and paid for by the German Academy, even fed steak one lunch!

This day was then followed by an afternoon of trying and testing the German PPE and hand-to-hand combat, showcasing each counties techniques in dealing with restraint and arrests of non-compliant subjects. It was like a Eurovision of tactical takedowns—minus the glitter, plus a few bruises. I’ve certainly got a few new tricks for the streets of North Bristol.

Then every evening we came together in the bar on campus and spoke about work, life and everything in between, all powered with the very respectfully priced alcohol served by the loveliest barman.

Are there any policing methods or approaches in Germany that stood out to you?

Kennedy: One of the most eye-opening moments was our visit to the custody centre in Koblenz.

We were shown a few cells, which were incredible basic, a hole in the floor for a toilet, a slab for a bed, no blankets, no cameras in the cells and only one option for food, cheese on bread served with water, made by the inmates at a nearby prison. Later that evening, we chatted with the other students about custody procedures, and when we mentioned the idea of a “constant” (an officer monitoring detainees), the German officers looked genuinely puzzled. It was one of those moments where you realise just how different our systems really are.

Another standout feature was a massive holding cell designed for up to 30 detainees—used after large-scale public order incidents, like football matches. What really surprised us was that the detainees would be left in there together, unsupervised. No officers. Just 30 people, one room, and a lot of tension. It sounded less like a custody suite and more like the start of a very intense reality show.

In complete stark to their very traditional thinking for detainees, the flip side was finding out that the German Academy use VR to simulate situations before going out into the ‘real world’. Clearly very forward thinking in their use of technology. Albeit when I had a go, I felt very motion sick and nearly fell flat on my face.

Fay: The way they deal with mental health stood out the most, they completely took a back seat, there was no such thing as a “constant” at hospital or custody as their health service would take the lead there. They also would force drink drivers to give blood if they refused blood and this would include being strapped to a bed and taken by force. They also must speak to a prosecutor’s office before entering a property to get permission and are forbidden to do so between 10pm and 6am unless to save life or limb….no 5am arrest attempts.

How did the experience challenge or change your perspective on policing?

Kennedy: One recurring theme throughout the exchange was the reaction I got when explaining what it’s like to be a police officer in the UK. I lost count of how many times I was told I must be mad to sign up for a role where I’m often solo-crewed, unarmed, and without a Taser (for now…). It was a real eye-opener to see how differently policing is structured and perceived across Europe.

That said, the experience gave me a renewed appreciation for British policing. It’s easy to feel worn down in the job and focus on the negatives, but after so many conversations with officers from other countries,

I came back feeling encouraged. We have a lot to be proud of—particularly in areas like legislation, communications, and conflict management.

What was the most memorable moment during your time with the German Police?

Fay: I think for me, it was the day we went for a hike through the most beautiful forests and went to a local BBQ barn restaurant, followed by a party on the final evening to say our goodbyes. It was so sad to say goodbye as I felt we had made genuine friendships with people from all over Europe.

Kennedy: It’s hard to pick just one moment—there were so many positive and genuinely fun experiences throughout the exchange. But what I look back on most fondly are the evenings we spent together as a group. The weather was warm, the company was brilliant, and the atmosphere was relaxed. Most evenings started with a game (or several) of volleyball—something that quickly became a highlight of the trip. Although I was diabolical, the German officers were fiercely competitive but also incredibly welcoming, turns out, my enthusiasm counts for something, even if my hand-eye coordination doesn’t.

Did you notice any significant differences in how the police engage with the public in Germany compared to Avon & Somerset Police?

Kennedy: This one’s a bit tricky to answer, as we didn’t do a traditional “ride along” or observe frontline interactions with the public. However, one thing that really stood out was during the hand-to-hand combat training. Some of the takedown techniques demonstrated by the German students were… let’s just say, bold. I couldn’t imagine using some of them back home—not because they weren’t effective, but because of the potential for injury, especially to the head/neck. In British policing we’re very conscious of the scrutiny around use of force, and rightly so. If someone ends up injured, we’re held accountable, and every action must be justified.

When I explained this to the German officers, they seemed genuinely puzzled. Their response was words to the effect of, “they shouldn’t commit crimes then”. It was a stark reminder of how cultural attitudes and policies shape our policing styles. Where we might tread carefully, they take a more direct approach. Neither is necessarily right or wrong—it just highlighted how differently we’re trained to think.

Fay: There were huge differences. Most of the powers and policies and policing tactics were different. Rules differed, especially with powers of entry in the night-time and how they deal with vulnerable people. The biggest difference though was the availability of PPE equipment and a no single crewing policy for patrol. The UK were the only country unarmed which completely shocked every other country. I felt that the other countries would resort to their firearm in circumstances that UK officers wouldn’t even be drawing their incapacitant spray due to fear of persecution from the public. However, they couldn’t quite believe that we attend jobs, pull over cars and arrest people with no taser or firearm.

How has this experience influenced your development as a student officer?

Fay: Being able to gather an insight into policing from over 10 different countries was completely invaluable and a once in a career opportunity. It helped me realise that although every country does things differently, our way isn’t always the best way, and that there is always something to learn from others. My confidence in my policing grew, having to demonstrate our PPST training, conduct presentations on our powers and policies and live with officers.

Kennedy: It pushed me out of my comfort zone in the best way possible—new country, new people, new ways of thinking. It gave me the chance to reflect on how I approach situations, especially when comparing how other countries manage conflict, communication, and even training. It’s definitely made me a more well-rounded officer and probably a slightly (very, very slightly) better volleyball player too.

The Chief Constable Sarah Crew has thanked both of you for your advocacy of the force. How did it feel to represent UWE and Avon & Somerset Police policing on an international platform?

Kennedy: Honestly, it was a bit surreal—but in the best way. There’s something quite special about sitting in a room full of officers from across Europe and realising you’re one of two officers representing not just A&S and UWE, but the United Kingdom. It was a proud moment.

I was acutely aware of how un-articulate I can be at times and when everyone’s looking at you to be the shining example of the Queen’s English, the pressure is definitely on. Hopefully, when I presented our group work to the lecture theatre, my West Country accent didn’t come through too thick…

Fay: It felt great to have this opportunity, as I know it was a once in a career event. As soon as I was chosen to go, I was very excited and apprehensive on what an international project week would entail. We both did a presentation in front of everyone in the lecture hall on British policing and the differences, which was cool to be able to explain to them how we work.

Would you recommend this experience to other PCDA students, and if so, why?

Fay: Yes of course. Like I said, it’s a once in a career opportunity and gives you insight into policing all over Europe. Its invaluable.

Kennedy: Absolutely—without hesitation. It was one of the best trips I’ve had the privilege of going on. It’s a unique opportunity to step outside your comfort zone, learn from others, and gain a fresh perspective on policing. You’ll come back with new skills, new friends, and a renewed sense of pride in the responsibility and risk we carry as British police officers.

Fay and I had the honour of presenting their Chief with an Avon and Somerset Police plaque as a gesture of gratitude and goodwill. We expressed how thankful we were to be their guests and acknowledged the incredible amount of effort and organisation that went into making the week such a success.

The Editorial Team would like to say a massive thank you and well done to Kennedy & Fay. You are both a credit to your force and we wish you well back out on the streets.

If you would like to be a guest blogger, please contact Police.Blog@uwe.ac.uk

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

Editorial Note: GDPR consent obtained for use of all images posted within this blog.

Staff in the Spotlight – A conversation with Sean Paley.

claudiamccready | 1 May 20251 May 2025

Sir Robert Peel famously said, “the police are the public and the public are the police.” Much to that sentiment, we recognise the key roles that our staff and students undertake in making our programmes successful.

This week’s UWE Bristol Policing blog focuses on a key member of our teaching staff, Sean Paley. Sean kindly shares his vast background in operational policing, his transition into academia and how he uses such knowledge to help develop the next generation of officers on the Police Constable Degree Apprenticeship. He may even share a funny story, recipe or recommendation too…

Who are you and what is your role at UWE?

I am Sean Paley, currently a lecturer on the PCDA programme teaching across a range of policing powers and subjects. I have 5 years’ experience teaching on the PCDA programmes, joining UWE in November 2024.

Can you tell us a bit about the experience you bring to your role?

In addition to teaching on the PCDA programme, I have been supervising students in year 3 projects, which I enjoy very much. I have one publication which is related to policing in the 21^st century and is aimed at the PCDA student audience. I have 32 years’ experience in Policing, mainly in CID across a range of areas, and in addition undertaking SIO duties for 22 of those years as the on-call SIO to serious and major crime.

What do you enjoy most about working on the policing programmes?

The best thing about working in this role is giving police officers the opportunity to enjoy and achieve great things, and to see them arrive fresh and ready to learn and see them at the end of the study when they have grown and developed enormously. I get a sense of achievement knowing I have added some contribution to this and their journey ahead.

What do you consider to be your areas of specialism and research interests?

I am interested in Police Powers, The Police and Criminal Evidence Act and covert methods of Policing, including Covert Human Intelligence Sources, or informant management as it’s known. I accepted an invite to write a chapter on Crime in the 21^st Century, this looks at the emergence of digital advances, computer crime, cyber crime and the threat from county lines and the challenges of the current working environment, including terrorism.

Do you have a funny or favourite ‘on the job’ experience?

Seeing a Police officer dressed as Father Christmas plunging through a front window of a house using subterfuge on a drugs warrant!

What is one book or film which profoundly changed your perspective on policing and related issues?

I would recommend Roger Graef’s ‘Talking Blues: Police in Their Own Words’, which is a hard hitting but accurate collection of interviews detailing the Police culture in the 1980’s and is useful to juxtapose with the current era to assess ‘progress’ in the obvious topics affecting policing and legitimacy.

“A collection of interviews with over 500 police officers of every rank from all over Britain and Northern Ireland. The 1980s have changed policing, often out of recognition, and “Talking Blues” records these changes as they are perceived by the police (Graef, 1989).”

Finally, if you had to eat one food for the rest of your life what would it be?

Beef Stroganoff, I must admit I do not cook this, it is something I would choose if on a menu. If I do cook, it is a curry, usually using a Patak’s paste! Menu on the jar.

Additional resources

Graef, R. (1989) Talking Blues: Police in Their Own Words. London: Collins Harvill.

Paley, S. (2022) Crime in the Twenty-First Century. In: Blockley, T., Sheldon, B. and Williams, P., ed. (2022) Understanding Policing and Professional Practice. St Albans: Critical Publishing, pp. 163 – 178.

Editorial Team

If you would like to be a guest blogger, please contact Police.Blog@uwe.ac.uk