Exploring training of neurodiverse students in the police constable entry programme (PCEP): A critical review and recommendations

The police constable entry programme (PCEP) represents a significant shift in police training in the UK, focusing on preparing recruits through structured, academic and practical approaches. With the increase in neurodiverse individuals entering various professional fields, policing needs to address the unique needs of these learners to ensure equitable training opportunities.

While the PCEP aims to standardise and enhance training, its design and delivery may not fully accommodate neurodiverse students – those with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia and other cognitive variations. This research seeks to explore the challenges faced by neurodiverse police trainees within PCEP and provide evidence-based recommendations for a more inclusive training approach.

This study will adopt a qualitative approach using questionnaires to gain an in-depth understanding of the neurodiverse trainee experience within the PCEP.

Data collection methods

1. Document analysis: review existing PCEP training materials, policies and guidelines, assessing them for inclusivity.
2. Surveys: conduct semi-structured interviews and surveys with neurodiverse trainees, PCEP trainers and training managers.

Sampling

Purposive sampling will be used to recruit neurodiverse trainees currently enrolled in or who have recently completed the PCEP.

Data analysis

Data will be analysed thematically to identify key challenges, supportive practices and gaps in current training approaches. Emerging themes will inform a set of recommendations for enhancing the PCEP's inclusivity for neurodiverse trainees.

Participants:

1. Neurodiverse trainees currently enrolled in or who have recently completed the PCEP.
2. 75 people randomly sampled from police forces across England and Wales.

Please email the researcher for further information.