A Service Evaluation to Investigate How Dyslexia is supported in Police Work

Authors: Pope B*

DOI: 10.23880/pprij-16000302

Volume 7, Issue 3

Abstract

Research regarding dyslexia and the workplace (e.g., McCusker, 2014; Rosenfeld 1979; Doyle 2014) have discussed the difficulties of the ‘hidden disability’ and disclosure. However, current research on dyslexia within the police is extremely limited and there is no literature to draw upon regarding intervention and support for the police officer. There is a need for sharing information on the nature of dyslexia, how it affects police officers, the unique contribution an officer with dyslexia can bring to the police role and how these officers can be supported. This study was designed to reveal the information needed to create such a document. This is a small scale evaluation study which is focussed on the police forces of Surrey and Sussex. Increasing ease of access, privacy, honesty of response and speed for data gathering resulted in the use of Surveys. These Surveys were circulated electronically to two groups of police officers (16 participants in each group, N=32), the views of dyslexia in the police role have been identified, with the strengths, weaknesses, impact on peers and line management reviewed and clarification of ideas for strategies to support officers. The views are drawn from the officers with dyslexia themselves, who are experienced and have been in the role for a minimum of 3 years. These are compared with those of the line managers across the forces. The findings are wide ranging and complex. There are clear differences of opinion between the two groups regarding the strengths of dyslexia, with the line managers struggling to perceive the benefits, citing only the key difficulties. The impact of dyslexia on the administrative tasks and timescales is agreed across groups along with the interventions which are focussed on the technological aids, adjustments to materials, time scales and funding. Both groups also agree on early identification as key. The line managers reflect on issues with disclosure and the need for systemic review, with a request for more information on dyslexia to assist them in their role. These findings echo previous research regarding line managements support (e.g., Vegchel, Jong, Bosma, and Schaufel (2005) and Huo, Boxall, & Cheung (2018)) suggesting the need for a trusting relationship to build well-being and health.

Keywords: Dyslexia; Neurodiversity; Disability; Disclosure; Self esteem; Self efficacy

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