The Differential Wellbeing Impact of Prison Education: Examining the Complex Relationship Between Learning and Wellbeing in Carceral Settings

• In Event: PWG - Prison education: Pedagogical approaches and outcomes

Abstract

This study, which draws on the researcher's experiences of conducting research with prison educators and former prison learners, explores the nuanced relationship between prison education and the wellbeing of incarcerated learners. Findings indicate that while prison education holds the potential to contribute to positive wellbeing outcomes, this potential is neither universal, certain, nor fixed. Instead, the wellbeing impact of prison education is contingent upon multiple intersecting factors, including the physical learning environment, institutional and educator support, individual histories of trauma and prior educational experiences, and the structure and flexibility of educational provision in prisons.

This research conceptualises the relationship between prison education and wellbeing as differential in nature, emphasising the disparity in learners’ experiences. Some prison learners may experience positive wellbeing impacts from their time in prison education, but some may have a more complicated prison education experience where the potential for adverse wellbeing effects is bred. Drawing on relevant prison education literature (see for example, Hughes, 2012), as well as that relating to the significance of the capital that can be generated from engaging in education (see for example, Hammond, 2004), this study highlights the individualised and contextual nature of wellbeing outcomes as it relates to prison education.

By examining key themes such as social capital, identity, collaboration, and continuity of educational care, this presentation will acknowledge how prison education can be more effectively tailored to maximise positive wellbeing impacts for prison learners. The findings underscore the need for a flexible, learner-centered approach that acknowledges the diverse needs and experiences of incarcerated learners, ultimately shaping prison education policy and practice for improved wellbeing outcomes.

Author

• Erin Rose Condirston, Royal Holloway, University of London