Transforming Prison Education for Dyslexic Students
Prison education faces extraordinary challenges, particularly when supporting learners with dyslexia. With an estimated 90% of prisoners entering education departments showing dyslexic tendencies, understanding and addressing these learning differences becomes crucial for successful rehabilitation and reducing reoffending rates.
Julia Stanford's compelling action research project tackled this complex issue head-on within a Category A prison environment. Working with adult learners aged 21 to 80, her study explored how education teams can better support dyslexic prisoners who often arrive carrying years of educational trauma and negative labelling.
Many prisoners had been dismissed as "lazy" or "thick" throughout their school years, with learning difficulties going undiagnosed until entering the prison system. Some discovered their dyslexia for the first time behind bars, creating mixed emotions of relief and anger about missed educational opportunities.
Stanford's research revealed fascinating insights about adult dyslexic learners in prison settings. Unlike children, these adults had developed complex compensatory strategies over decades, some helpful and others requiring unlearning. They approached learning holistically, preferring to understand the complete picture before tackling individual components.
The study implemented practical interventions including dyslexia awareness displays, informational leaflets, and comprehensive staff training programmes. These initiatives generated remarkable enthusiasm among both staff and prisoners, creating collaborative learning environments where students shared personal strategies and success stories.
Prison staff questionnaires revealed significant knowledge gaps despite basic dyslexia awareness. While 80% felt confident creating Individual Learning Plans, many lacked familiarity with specialist resources and teaching techniques specifically designed for dyslexic adults.
Stanford's work demonstrates how targeted professional development can transform prison education. By training staff to recognise dyslexic strengths—creativity, problem-solving abilities, and lateral thinking—rather than focusing solely on deficits, educational outcomes improved dramatically.
The research particularly emphasised the importance of discrete support methods, recognising that some prisoners felt embarrassed about needing additional help despite agreeing to assessments. This sensitivity to prisoner dignity while providing effective educational support represents best practice in correctional education.
The study's impact extended beyond individual learning outcomes, fostering collaborative team environments where staff shared expertise and resources. This collective approach proved essential given the minimal educational hours available in high-security establishments.
Stanford's comprehensive research offers valuable frameworks for other prison education providers seeking to better support dyslexic learners and reduce educational inequalities within the criminal justice system.