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).
This week’s blog is written by Sarah Williams, Associate Director in Policing at UWE Bristol. In this article, Sarah reflects on an inspiring initiative aimed at widening participation both within higher education and across professional pathways. Brought to life at UWE by Kane Allen, Programme Leader in Primary Education, the initiative highlights the power of targeted outreach in raising aspirations, building confidence and providing practical insight into routes into university.
Initiatives like this help ensure that talent is recognised and nurtured, by creating inclusive spaces where students can see themselves represented, ask questions without judgement and explore opportunities that may previously have felt out of reach. This is particularly important in professions such as policing, where trust, understanding and representation are essential to serving communities effectively.
Author: Sarah Williams
In 2023, UWE launched ‘Raise the Bar’ – an outreach event outreach event for Black, Brown and Asian students who may be considering higher education but who may also face additional barriers to transition. Introduced by the School of Education and Childhood, Raise the Bar has now engaged well over 400 young people and is continuing to grow. This year, Policing is proud to have supported this fantastic event.
On February 3rd 2026, 150 students from St Mary Redcliffe and Temple Sixth Form, Fairfield, Montpelier, St Brendan’s, John Cabot, Bristol Cathedral, Redland Green and Cotham School attended UWE Frenchay campus. Starting with a session aimed at raising and addressing barriers to higher education, the students also had a tour of the campus, taking in Future Quest and attending a Graffiti workshop.
Across the day, students threw themselves into a brilliant range of activities, including music, cookery, finance, robotics, and art.
About 70 students attended the Policing, Criminology and Forensics workshop in UWE’s simulation suite. This included a presentation about the programmes of study available, guidance on how to apply, and tips on how to understand and investigate crime and manage a crime scene. They then had the opportunity to practice their skills by investigating and processing a crime scene staged in the simulation rooms.
A great time was had by all, with many of the students reporting it as the “highlight of the day.”
UWE is committed to inclusive and widening participation in higher education and this great example of outreach shows how seriously UWE takes its position as a local gateway to our young people’s future.
We look forward to welcoming some of these students onto our programmes in the future and hope that their enjoyment of the day really does raise the bar.
Editorial Team
Paul Williamson (Editor-in-Chief), Claudia McCready (Lecturer), Claire Bowers (Senior Lecturer), Eve Smietanko (Senior Lecturer) and Ian Lowe (Senior Lecturer).
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).
This blog has been written by Lynn Mohring, Simon Hauk and Simon Grethlein.
This January, three student officers from the Rhineland-Palatinate University of Police immersed themselves in a week of policing, culture, and community at UWE Bristol and with Avon & Somerset Police.
Lynn, Simon and Felix’s reflections uncover meaningful contrasts— from court procedures and officer safety approaches to discovering a policing style grounded in communication, patience, and community engagement. This blog captures a week of international knowledge exchange, showcasing the value of openness, curiosity and shared learning across policing cultures.
And if all of that is not enough, it also features photos of our local police horses and working dogs… because no international exchange is completed without a few four-legged colleagues.
What were your first impressions when you arrived in England?
When we arrived at London Heathrow in the morning of Saturday Jan. 10th, we were welcomed by sunshine which was a surprise, England being known for its rainy weather. We then got our rental car, which led us to our first challenge: driving on the left side of the road. But for Felix, being an experienced driver, it was no problem after a short time of getting used to it. On our way from London to Bristol, we made a little detour to Oxford where we were just in awe of the beautiful old buildings and the city’s history being present in every street. After spending some time just roaming through the city, we drove to Bristol where we met Claudia McCready, who turned out to be the loveliest and most welcoming person. She showed us around UWE Campus, which is different from the German School of Policing at Campus Hahn as it is a normal university which includes the department of Policing. The part of school where the policing students work really impressed us because it is so modern. For instance, the simulation rooms are not comparable to the ones on Hahn – we felt like we were walking through Ikea.
One Monday we first had a lovely chat with Dr. Anne Eason, the Associate Director of Policing, over some tea and coffee she treated us to. Thanks again, Anne! It was really nice to see a woman as the “Big Boss”.
We then met the second year DHEP students who were super nice and open-minded. They enthusiastically joined our little German quiz at the end of our presentation on the German Police in Rhineland Palatinate, where we asked them what words like “Zeugnisverweigerungsrecht” meant.
During the week we met many interesting people – Martin and Gary took us to visit Crown Court, the Major Crime Department and CID. We had very informative conversations with the first year students, and also with one of the lecturers, Imogen Hirst, who shared many of her valuable experiences.
Sam and Lloyd showed us the Mounted Police facilities, their Headquarters, the dog and drones units, and most interesting for some of us (looking at you, Felix), the firearms unit at Black Rock. Everyone we met had such a positive and friendly attitude which made our stay really comfortable.
Even outside of UWE and the police, the people we met were super friendly, open-minded and interested. All in all, we found the British people to always be very polite and considerate.
What did a typical day on the exchange look like?
A typical day on the exchange began with meeting Claudia in the morning and joining her and/or the students to lectures, scenarios or presentations from people outside the Police. We met peers from the CPS and people who support street sex workers to stay safe.
It was really interesting because it gave us a good understanding of how the Avon & Somerset Police operate. Especially the scenarios were very interesting to watch, showing us how all in all the British and the German police are very similar. However, there are some differences such as how to perform a body search, or in the general dealing with a citizen.
On Tuesday and Friday, we had a diverse program off UWE Campus, visiting Crown Court, criminal departments and various police units. For me as a horse rider, seeing the mounted police was a highlight of course. At Crown Court we were surprised by the wigs the officials wore and the fact that the barristers switch between prosecuting and defending, which in Germany are two completely separate jobs.
At CID we were shown the timeline of a crime, created with the help of CCTV. You could trace back every step of the involved thanks to the footage which is a huge benefit for the investigation. German data protection could never!
By the end of the daily program we were always very tired because of the many new and interesting impressions – but we had to take advantage of our rental car… So every evening we visited cool new spots, and although we saw everything in darkness it was totally worth it. We were almost blown away by the wind on the south coast (shoutout to the friendly stranger who showed us the fossils in the cliffs). We also walked over the beautifully illuminated Clifton Bridge, tried fish & chips, watched football in a British pub, visited Bath, and even crossed the border to Cardiff/Wales. Together with Claudia we enjoyed a lovely trip to Bristol City where we visited a really nice museum and had discussions over some politics, went souvenir shopping and just had a wonderful time.
Are there any policing methods or approaches in England and Wales that stood out to you?
Of course, the biggest and most outstanding difference between the British and the German police to us is the fact that British police officers don’t carry firearms. In the German police, officers are trained and getting used to carrying a gun within the first year of police training. Being out on the streets and not carrying a gun as protection is unimaginable to most of us. But it must be said that using a gun in a real-life scenario is really uncommon and bound by strict rules.
However, seeing the British approach and the deep respect for it within the police, but also in society, showed us that this method works just as well. From all the conversations with the students, the lecturers and the other police officers we learned that the goal with this method is to appear more citizen-friendly and approachable to the community. We got the impression that in this way the police seem more ‘harmless’ and that in return people are somewhat less prone to violence, which seems a good danger prevention tactic.
In general, the British police are more sensitive and more in contact with the people and communities. The officers take the time to explain everything in detail and sometimes even a few times, so the person really understands the measures and feels understood. The students are explicitly trained in this approach. Communication is also very important in the German police, but I feel the patience is quickly lost and officers want to move on, which is often (sadly) necessary because there is always too much to do with too few officers.
There are many reasons for this, including the fact that in Germany there are always two officers working together. In the car, on patrol or while taking measures, we are never alone. This is different in the British police where the officers are usually on their own. With this method they get more tasks done but from a German point of view this comes with a high risk. The so called “Eigensicherung”, the self-protection, is always of utmost importance for German police officers – after all everybody just want to get back home safely. When you are always with somebody you can discuss how to handle a situation, learn from one another and in case of a fight or attack, you always have immediate backup.
Even the students go out alone after only a few months of training which seems kind of crazy to us. Our students are always the third officers of the patrol for the entire three years of education. Personally, I would be more than overtaxed with being on my own after such a short time of learning, but on the other hand the British students have a much quicker learning progress.
In conclusion, the British police have some very different approaches in parts which I mostly appreciate and admire, only being on my own while doing such a dangerous job would be too high risk for me.
Written by Lynn Mohring.
How did the experience challenge or change your perspective on policing?
I would not say that the exchange influenced my point of view or created a new perspective on policing in general but during the exchange I have learnt that there are many different approaches.
During our week we spent time with the students of Avon & Somerset Police at UWE Bristol.
Having watched a few training scenarios and other lessons I noticed that the biggest aim of the English police is to communicate with the citizens in a friendly and comprehensible way and to impose their measures by words. Therefore, at first the police officers are eager to understand the problems of the citizens and then come to a solution with a positive communication.
This approach reinforced my thinking of communication as probably the strongest tool when it comes to handling police situations. Back in Germany I am sure that I can transfer this approach into my daily work routine as a German police officer.
What was the most memorable moment during your exchange?
The whole week was full of highlights and entertaining conversations. If I had to pick one moment or event of the whole exchange, I would probably name our visit to the Police Headquarters.
On this day we were able to see the Dog Unit, the Mounted Police, ‘Black Rock’ and other practical parts of the Avon & Somerset Police. This day and especially the conversations with colleagues enabled a certain comparison to our practical training, education and special forces.
But I can also recommend our short visit to the Crown Court in Bristol where we could be part of a real trial and discover how the English court system works. Each of us were able to feel the influence of the past and we could see some old traditions during a trial. A good example would be the curly wigs the prosecutors and the defending barristers have to wear.
In addition to that, we finished the day by visiting ‘CID’ and the ‘Major Crime Investigation Team’.
Did you notice any significant difference in how the police engage with the public in Avon and Somerset compared to Rhineland-Palatinate?
I have already mentioned the importance of the communicating with the opposite person being very important for the English officers. This kind of sensitive treatment of the citizens and detailed way to explain or to justify the measures done by the police is much more relevant and existent than it is in Germany. For instance, in Germany you do not spend that much time determining whether the person involved understood your assignment or not.
Therefore, I admired the patience of the English colleagues they put in to make the person involved feel comfortable.
Another big difference between German and English policing is obviously the fact that not every police officer in England is allowed to carry a gun during their shifts.
During the whole week we had some discussions about this interesting topic. Afterwards I was able to fully understand the thoughts and the aim behind the limited access to guns inside the police and the limited presence of armed police officers on the streets. For us it still remains a completely different approach but also an extraordinary approach worthy of admiration and respect.
Written by Simon Hauk.
How has this experience influenced your development as a student officer?
I think for me it was a great experience to gain insights into a police context outside of my own police organization. Until now, approaches and possible courses of action only came from “our own ranks.” Through the exchange with English colleagues and the insight into their methods of working, I was able to gain some great ideas, which I believe will also help me in Germany to handle my assignments. For example, we had the chance to watch the role plays of our fellow police students. We especially noticed some very helpful victim protection techniques in dealing with affected individuals, which I definitely want to take home with me.
How did it feel to represent your university and police service on an international platform?
For me, it was an absolutely wonderful experience, which also made me very proud. That applies to all of us. We were also very happy to present our host, Claudia, with our state emblem, under which we do our daily duty as police officers, as a gift.
Overall, it was a fantastic experience to exchange ideas with our British colleagues about everyday police work and to contribute experiences from Germany. Therefore, we would definitely recommend not missing any opportunity for an exchange with the Police of Avon & Somerset. For us, it was a unique experience that brought us many wonderful moments. Therefore, we would also like to thank Claudia, UWE Bristol, and the Police of Avon & Somerset, as as well as all other participants from the Rhineland-Palatinate Police University.
Written by Felix Grethlein.
Final thanks
Claudia and the Editorial Team would like to extend a huge thank you to Lynn, Simon and Felix for sharing their reflections. It was a pleasure to spend the week with such positive, engaged and genuinely inquisitive student officers. All the best with your upcoming graduation and the wonderful career ahead of you.
Editorial team
Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Senior Lecturer) and Ian Lowe (Senior Lecturer).
To mark National Apprenticeship Week 2026 through today’s Employer Tuesday theme, we are spotlighting the partnership behind UWE Bristol’s Police Constable Degree Apprenticeship (PCDA). In this blog, Jane Exon, Apprenticeship Employer Development Manager for the Police Programme, offers a behind-the-scenes look at how UWE works with Avon and Somerset Police to support recruits from onboarding to completion, delivering a high-quality, compliant programme that develops confident, competent officers.
Meet Jane
Hi! I’m Jane Exon, and within our Apprenticeship Team I look after the Police Programme. In my role as Apprenticeship Employer Development Manager, I work closely with our Associate Director Anne Eason, Programme Leads, and Avon and Somerset Police to make sure every recruit gets off to a smooth and supported start. From onboarding through to completion, we’re here to help keep the programme compliant, high quality, and focused on giving apprentices the best possible experience.
What is the PCDA?
The Police Constable Degree Apprenticeship (PCDA) was created nationally for people recruited to become serving police officers. It’s a brilliant, transformational route for new recruits who want to grow into confident, capable, and community focused police professionals. The programme blends academic study, operational experience, and personal development, helping apprentices build the skills they need from day one.
Ensuring compliance and quality
Running an apprenticeship isn’t just about teaching and training, it also means staying fully compliant with Education and Skills Funding Agency (ESFA) funding rules and apprenticeship regulations.
Our PCDA is fully mapped to the official Level 6 Police Constable apprenticeship standard. This ensures every required knowledge, skill and behaviour is delivered and assessed properly, consistently, and in line with national expectations.
At the very start the apprentices and employer receive a full training plan. This includes everything that counts towards off the job learning — academic modules, placements, skills sessions, and blended learning activities. Everything is carefully mapped to ESFA rules so apprentices always know what they’re working towards.
Working with the force
As an employer focused university, partnership is at the heart of what we do. We work closely with Avon and Somerset Police to make sure the communication stays open and supportive for both the force and the apprentices. We do this through regular meetings throughout the programme to support apprentice progress. Therefore, any issues are picked up early so we can work together by ongoing collaboration to provide a positive journey from recruitment to graduation.
What success looks like by graduation
At UWE Bristol, we’re incredibly proud of the work we do together — our staff, our partners at Avon and Somerset Police, and of course, our apprentices. By combining our strengths, we’re able to deliver an apprenticeship that truly supports people to thrive in their policing careers. By the end of the apprenticeship, we see our graduates go on to become well rounded police officers who are:
• Strong communicators
• Evidence led decision makers
• Skilled at assessing and managing risk
• Ethical and community focused
• Confident in applying academic learning to real world policing situations
It’s a rewarding role being in the apprenticeships team and the small part we have supporting the next generation of police officers and of course all our apprentices across the various programmes, continuing to strengthen our employer partnership.
Our thanks to Jane for this employer insight and to all those working in support of the PCDA programme. 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).
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).
In the final instalment of this blog series, we meet Trinni, a UWE Bristol Professional Policing Degree (PPD) student who has combined her studies with volunteering as a Special Constable with Avon and Somerset Police. From her first open evening at UWE to completing over 650 hours on response shifts, Trinni shares how the PPD has helped her build confidence, understand police powers in practice, and confirm that policing is the career for her.
Discovering the Professional Policing Degree
To join the police, you need a degree and when I attended a UWE open evening, this course was shown to me. Even when I was younger, I have always said that I wanted to be a police officer, so I was very keen to join. I wanted to do CID originally when I joined the degree because I thought I was too small be an officer but after specialling, I have come to the conclusion that I do in-fact want to be an officer.
This PPD course has helped with my understanding of offences and powers. It has also helped with my decision making on shift.
Gaining Experience through the Special Constabulary
I was made aware about the Special Constabulary by our Programme Leader Christian during the first year of university. This allowed us time to prepare to apply during the second year. I wanted to gain experience on shift (try before you buy) to make sure that this is what I really want to do. I also wanted to be able to put what I learnt at university into action.
In terms of the online National Sift, I found that this process is a little confusing in the way that it can fail you on your decisions of you as a person. I find that it’s a harsh way to stop people from applying due to not giving the answers they want when technically there shouldn’t be a right or wrong answer. My top tip is to take your time when answering and ensure that you definitely read the questions correctly.
The application process is straight forward as in they communicate the next steps and dates for things really well. The recruitment process is a LARGE commitment, from the interview, the training and after when you are on shift. I am very proud to be a Special and it is one of the best experiences. For the interview, they allow you 10 mins before to plan your answers to the questions (they also allow extra time/ coloured paper if you have any additional needs). The fitness test is more mind over matter, and you only have to run to 5.4 on the beep test. Try not to stress about it too much, you can redo it if needs be (same with the interview). The health screening was also simple, the drugs test is a small part of your hair cut, and your mouth swabbed. The hearing and sight test were over within minutes.
Training, Teamwork and Learning on the Job
The initial training provided by Avon and Somerset Police (ASP) is limited to only 6 weekends, so be prepared to feel as though you are not ready when you start but speak with your tutor and don’t be afraid to ask questions. If you are willing to get stuck in, then your team will have no complaints. The training I believe is now changing to 10 weekends. The training was great fun, and you make some very good connections with other people.
I trained along a wide range of people, some who had full time jobs and wanted to do something else alongside. Others had been officers before and wanted to come back without the shift pattens. Some didn’t have A levels so were using this as a way to be involved in policing and hopefully join full time after. Some worked in police departments and wanted to see another side of policing. Most people were doing it as a try before you buy. Some workplaces have signed up to allow paid time off to people who are specials, allowing them more opportunities to go on shift. There were no differences in motivation or background between me and other recruits, and everyone seemed just as motivated to be there. People were always willing to help one another when they got stuck. You grow some lovely bonds with people.
Applying Classroom Knowledge to Real Situations
The Professional Policing Degree has helped me with understanding our powers and offences. It gives you a foundation, but there is still so much to learn when you become an officer. The training provided by ASP for special’s is more practical, it teaches you ways to defend yourself, how to write reports, some of the offences and what powers officers have. Alongside uni you learn a lot, and I feel as though you really start learning on the job. Most areas you learn quick on the job, after doing it for some time you realise jobs are very similar in the sense of how you deal with it (questions asked/ actions taken) and it just changes with the situation. I found that I knew the caution very well when I started but I also felt initially overwhelmed. It’s not until you get to doing an actual job that you really start learning (I am a visual learner though).
Looking Ahead
When I graduate, I hope to join back to Patchway Team 4 Response, as I have grown a very good bond with my team (I have around 650 hours since the start of the year, I average around 4-6 shifts a set, a set is 6 shifts – so I’m in a lot). I have really enjoyed response despite how stressful the job is (the paperwork is also a lot). I’m hoping to get my independent patrol status before I join as I will then join on a higher pay bracket (I’m currently finishing tier 2, on tier 3, after tier 3 you get your independence). I can apply to join full-time in January as they go off predicted grades, but you have to graduate the same year.
For now, I wish to stay in response as I am very much enjoying it. I then think I want to join firearms. I don’t have much of an interest in traffic and CID is something I will investigate when I’m older. I enjoy going out on the initial jobs and I hope to keep developing as an officer and gain as many skills as I can. I really hope to get response and taser trained.
Advice for Future Applicants
If you are wanting to join the police or are not sure if you should this is defiantly something to consider. It’s an amazing opportunity and allows you to understand policing and put what you have learnt to good use. It also looks good on your CV and will allow your connections to be able to see what route you really wish to follow. If specialling seems too much, then I definitely recommend signing up for a ride along. This will allow you to see policing before you even apply to be a special. I do not regret my decision at all; it’s defiantly a big commitment but it has been worth it. I have seen myself grow as a person and I am very proud of some of the jobs I have done.
This role has also shown me how much the police actually deal with. Response officers not only go to the 999 calls, but they also carry case files that they need to progress with witness statements, interviews and more. It’s defiantly a hard going job with not only the job being demanding but the workload to. The number of officers does not meet the demand, so if police take longer to get to jobs than first thought its due to the this and officers being swept off their feet. It’s definitely a rewarding job and the bond you build with your team is very strong. There’s a lot more to policing then just officers in uniform driving around.
We would like to thank Trinni, Cece and Harvey for their honest and inspiring look at student life on the PPD at UWE Bristol during this series.
Anyone interested in applying for the PPD can find out more information here
If you are also interested in joining the Special Constabulary, you can find out more information here
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).
A consistent finding in policing research is that investigators report some of the lowest levels of wellbeing, highest levels of emotional fatigue, and elevated risks of vicarious trauma compared with other policing roles (Police Federation, 2020).
This week’s Wellbeing of Investigators Week of Action provides both a moment for reflection and an opportunity to examine the organisational, cultural and emotional pressures experienced by investigators across policing. Coordinated by the National Police Chief’s Council (NPCC) Recruitment, Retention and Wellbeing of Investigators Portfolio, the week has brought together leaders, investigators and academics to explore challenges that have long been acknowledged, yet persistently under-addressed.
Supported by the updated Investigator Wellbeing Toolkit, the work of the Investigator Wellbeing Group is vital to build on decades of awareness and ensure that improvements are made at the pace needed.
Understanding the Demands and the Costs
As a career investigator, I have experienced the full spectrum of investigative pressures from volume and priority crime up to PIP3 Senior Investigating Officer (SIO) and PIP4 Strategic Investigator. Much of my career centred on major and complex investigations, including leading homicide and national high-profile investigations into child sexual exploitation and organised crime. These were testing environments but also hugely rewarding.
These roles shaped me professionally, but they also came with significant personal impact. Like many investigators, I missed family birthdays, school events and milestones. Long deployments away from home were not uncommon. Such sacrifices that come with ‘the job’, are rarely acknowledged, yet they intensify emotional burdens that investigators accumulate over time.
Academic research consistently shows the cumulative effect of such strain. Investigators experience secondary traumatic stress, particularly when investigating rape, child sexual exploitation and abuse (Foley et al., 2024). Emotional labour and chronic exposure to interviewing victims and viewing distressing material, all reduce psychological energy and increase vulnerability to burnout. These pressures are compounded by a policing culture that historically rewards endurance and “getting on with it” (Loftus and Holdaway, 2013), even when doing so jeopardises wellbeing, impairs judgement and decision-making (Cook and Tattersall, 2014).
The Work That Never Switches Off
My personal experience was that one of the most persistent challenges is the inability to mentally switch-off. Even after leaving work, investigative threads replay in the mind as you go over key evidence and unanswered questions searching for that vital break-through. On long-running harder to solve cases, I would routinely keep a notepad by my bed, as I would wake up with flashes of inspiration that needed to be captured before I could nod back off to sleep.
While dedication is essential, research by McLean, Meakins and White (2022) shows that cognitive overload and fatigue impair decision-making, reduce investigative accuracy and increase risk-taking. Research also cautions on the structure of investigative work, long unsociable hours, high-risk and often under-resourced teams, (James et al., 2025) which can leave investigators feeling like rest is a luxury rather than a necessity.
Wellbeing literature emphasises the critical role of recovery in sustaining performance in high-risk roles (Hope, 2016). Each investigator must find what works for themselves, but such practices are only fully effective when embedded within supportive organisational cultures. For me, watching my children’s sporting achievements, running and (who would have thought) gardening became rare moments of mental relief, providing space to decompress and recalibrate.
Victims, Moral Injury and Emotional Weight
Investigators carry a profound responsibility towards victims and their families. In many cases, they are the voice and the person they rely on to reveal the truth and achieve justice. The emotional weight of supporting victims and families whilst remaining professional and objective can be considerable, especially on long-running hard to solve cases. Blumberg et al. (2020, p.1) argue that investigators can then also experience psychological distress resulting from “the cost of caring” by feeling unable to reduce the suffering experienced by others. Investigators carry their stories with them long after the investigation concludes and this is a major reason that wellbeing support is so vital.
Organisational pressures
Organisational demands such as tight time frames, high case volumes and pressure to ‘wrap up’ all influence investigative decision-making ((McLean, Meakins and White, 2022). This can push investigators into a more cursory investigative mindset where they are prevented from upholding their own professional values (Blumberg et al., 2020). This is central to why investigator wellbeing requires more than simply individual resilience.
Team Culture and Leadership
No SIO can shoulder the responsibility of an investigation alone. Evidence shows that effective leadership and psychological safety (meaning the confidence to raise concerns, admit uncertainty and seek support), significantly enhance wellbeing and team performance (Phythian et al., 2023). In practice, however, as James, Cox and Carr (2025, p.1) have found, investigative teams still operate within a culture in which “high workloads, stress, and skills shortages” impact on their capacity and capability.
The work of the National SIO Wellbeing Group also reflects a growing recognition that the unique pressures faced by senior investigators require dedicated support. The group acts as a peer forum for confidential discussion, challenge and shared learning, with similarities to the NCA’s National SIO Adviser mentorship role. While a positive step, the groups very existence also highlights the continued gaps in organisational design, investment and support.
Preparing the Next Generation of Investigators
At UWE Bristol, the Degree Holder Entry Programme (DHEP) in partnership with Avon and Somerset Police plays a crucial role in preparing future detectives for both the operational and human challenges of investigative work.
The programme combines academic learning with professional practice, introducing student officers to concepts such as reflective practice, emotional resilience, trauma exposure, and the psychology of decision-making. It also focuses heavily on trauma-informed approaches, inclusive investigatory practice and acting in a procedurally just way – both in their engagement with members of the local community, as well as interactions with their peers.
Taught by a team of academics from a range of professional backgrounds, it encourages critical engagement with the realities of policing, the pressures that contribute to poor wellbeing as well as tools for self-management and ownership.
Moving forwards
The “Wellbeing of Investigators Week of Action” represents significant progress under the leadership of ACC Martin Brunning, who I first met as an SIO colleague on a cross-border serial killer investigation. I have no doubt that having walked the path, Martin will do his upmost to deliver sustainable change and embed wellbeing as a core component of investigative practice. Many of the challenges for investigators wellbeing are structural rather than individual, and I wish him and the working group all the very best.
Reflecting on my own investigative career, I am proud of the investigators and teams I worked alongside and the justice we collectively achieved. For me though, it was not until I walked out of the office for the last time, and stopped investigating, that I came to realise how much I had internalised and normalised the stresses of the job.
My message to those still investigating is “keep persevering “as it is a fantastic career but remember that resilience is not about running on empty. It is about knowing when to stop, recharge and go again!
References
Blumberg, D. M., Papazoglou, K., and Schlosser, M. D. (2020). Organizational Solutions to the Moral Risks of Policing. International Journal of Environmental Research and Public Health [online]. 17(20. [Accessed 10 November 2025].
Cook and Tattersall (2014). Blackstone’s Senior Investigating Officers’ Handbook. 3rd Ed. Oxford University Press.
Hope, L. (2016). Evaluating the effects of stress and fatigue on police officer response and recall: A challenge for research, training, practice and policy. Journal of Applied Research in Memory and Cognition, 5(3), pp. 239–245.
James, A., Cox, C., and Carr, R. (2025). Caseloads, culture, and capacity: rethinking investigative policing [online]. Policing & Society, pp. 1–22 [Accessed 12 November 2025].
Loftus, B. and Holdaway, S. (2013) Police culture in a changing world. Criminology & criminal justice [online]. 13 (1) p.119–120. [Accessed 10 November 2025].
McLean, F., Meakins, A. and White, E. (2022). College of Policing. Conducting effective investigations: Rapid evidence assessment [online]. Available from: https://assets.college.police.uk/s3fs-public/2022-07/Conducting-effective-investigations-rapid-evidence-assessment.pdf [Accessed 11 November 2025].
National Police Chiefs Council. 2025. Wellbeing of investigators toolkit. Available from: [Accessed 6 November 2025].
Police Federation (2020). Detectives in Crisis: Findings from the Police Federation Demand, Capacity and Welfare Survey 2020. Available from: https://www.polfed.org/media/16610/detectives-in-crisis.pdf [Accessed 11 November 2025].
Phythian, R., Birdsall, N., Kirby, S., Cooper, E., Posner, Z., & Boulton, L. (2023). Organisational and individual perspectives of police wellbeing in England and Wales. Police Journal (Chichester), 96(1), pp. 128–152.
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).
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.
In this week’s Policing blog, Dr Verity Jones and Dr Anne Eason report on their ground-breaking UWE Bristol project based on children’s lived experiences of racism in the UK set to transform police training.
On 3rd February 2025, people gathered at May Park School, Bristol to watch an exciting new animation which is hoped to inform anti-racist practice in the Police.
University of the West of England (UWE Bristol) researchers have worked with 100s of primary-aged children to explore the everyday experiences of racism they navigate and how these impact on their and their family’s mental health and wellbeing. This UK Research and Innovation (UKRI) funded research revealed a broken relationship between young children and the police.
The 9–11-year-old children, who were from Black, Asian and minority ethnic communities, consistently spoke of how they felt let down by the police, that the police made them feel unsafe and scared to leave home.
The learnings from this unique project, in collaboration with Avon and Somerset Police and the UWE policing lead, has now been transformed into a resource that will be used as part of UWE’s Professional Policing courses to help tackle racism. The aim of the animation is to encourage police officers to listen to the voice of the child and consider their views in their interactions with the Black, Asian and minority ethnic groups. It is also being used in Race Matters training across the Avon and Somerset constabulary.
Partnering with Avon and Somerset Police has allowed the UWE team to develop much-needed tools based on real insight into children’s experience of everyday racism in the UK. The animation presents four real examples of children’s experiences from the area, voiced by pupils from May Park School.
We hope that other police forces and emergency services around the country also adopt these resources into their training, allowing us to collectively work to increase the bond of trust between services and communities.
In 2021 the RESPECT project began working with primary school age children across Bristol and the UK to amplify the lived experiences of racism young children navigate every day – the first project of its kind in UK. The initial research by the interdisciplinary team from UWE Bristol involved engaging with over 200 children from Bristol schools and culminating in co-writing the children’s book ‘If Racism Vanished for a Day’ with 17 of the initial participants. Since then, the team has extended work across primary and secondary settings, with NHS Social Services, Barnardo’s children’s charity and Chartered College of Teaching recognising and supporting this important work. Lesson plans and resources are all freely available from the team. Please contact Verty6.Jones@uwe.ac.uk
