Module 1 · Start here
Introduction and learning outcomes
Key question
What happens when people cannot fully understand or participate?
Learning outcomes
Participants will:
- Explore the role of psycho-pedagogy in understanding adult learning in justice settings.
- Differentiate between learning disorders, learning differences and diverse learning needs (the words we use matter!).
- Recognise common characteristics and indicators of dyslexia and other specific learning differences.
- Experience how misunderstanding, stigma, shame and trauma affect behaviour and participation.
- Reflect on the ethical, human rights and social justice dimensions of inclusive education in prisons.
Communication is central
In a correctional environment, communication is central to almost everything that happens: understanding rules, following procedures, accessing services, maintaining family contact, participating in education and preparing for release.
Yet not everyone will be able to access or process information in the same way or at the same pace.
Difficulties with reading, writing, language, calculations or understanding information can be difficult to recognise. They may also be hidden deliberately. A person who has experienced ridicule, discrimination or repeated failure may develop strategies to conceal their difficulties rather than ask for help.
Shame and stigma
In prison, where privacy is limited and mistakes can quickly become visible to staff and peers, shame and stigma can become significant barriers to communication and learning.
Shame may not mean being ashamed. It can appear as avoidance, silence, withdrawal, apparent indifference, frustration or anger. A person who feels unable to ask for clarification may instead appear unwilling to cooperate.
“If shame is overwhelming and they really don't open up about it and aren't willing to learn or make any progress, then I think it's extremely difficult. Then the risk of them being re-incarcerated is also very, very high.”
How can staff respond effectively?
If a person is unable or unwilling to reveal what they are struggling with, how can staff respond effectively?
The answer is not to lower expectations or remove rules. It is to make communication more accessible so that people have a genuine opportunity to understand what is expected of them.
Two scenarios, then practical tools
You will explore this through two practical scenarios, followed by flashcards that turn these lessons into practical communication tools.
- Activity 1aThe Clean CellYou will take the perspective of a prison officer dealing with a prisoner who repeatedly fails to follow the rules concerning cell cleanliness.Open
- Activity 1bRewrite the house rulesRewrite an original house rule so that its expectations are clear enough for more people to meet them.Open
- Activity 2aThe LetterYou encounter a prisoner who is angry and distressed after receiving an official letter about his son, who is in hospital in his home country.Open
- Activity 2bLooking Beyond the AngerReflective task following Scenario 2.Open
- Activity 3How else could I say it?Through a series of flashcards, you will explore everyday phrases that can unintentionally increase shame or frustration — and consider what you could say instead.Open
Your progress and saved responses are stored only in this browser on this device. They do not sync to other devices and are not sent anywhere.