Dr Iain Britton is joined by Professor Dr Ian Pepper, visiting professor at the University of Sunderland and a leading researcher on volunteers in policing. Ian explains how the UK’s new education routes for regular officers compare to the Special Constables’ Learning Programme, and why evidence-based / evidence-informed policing needs to reach volunteers as well as full-time officers.

Drawing on a new international study with colleagues from the US and Canada, he shares what specials actually know about evidence-based policing, where they get that knowledge from, and why relying on “on-the-job osmosis” risks just recycling old culture. The discussion highlights how to offer more flexible learning, value volunteers’ contribution, and bring them properly into the evidence-based policing conversation.

Policing TV dedicates this week to celebrating police volunteers from around the world. Millions support policing globally, yet their work often goes unseen. In this special series, contributors from six countries show how volunteers strengthen communities, increase visibility, and bring valuable skills into policing.

Highlights include auxiliary policing in Canada, youth volunteers in Scotland, community mobilisation in the Philippines, specialist investigators in the Netherlands, and reserve officers in Arizona. We also look at the growing need for volunteers with expertise in cyber, digital and fraud.

Above all, this week recognises the remarkable people who give their time and talent to support policing on the frontline and beyond.

Takeaways

• The Special Constables’ Learning Programme now mirrors year one of regular officer training.
• Evidence-based policing should be part of specials’ learning from the outset.
• Most specials say they learn about EBP from colleagues on the frontline, not formal education.
• Relying on peers risks reinforcing existing culture rather than bringing in new evidence.
• Limited volunteering hours make it hard for specials to build deep practice knowledge quickly.
• Specials need flexible access to learning, not just “sheep-dip” training blocks.
• Ian argues for “evidence-informed” policing, using wider grey literature as well as academic work.
• Investing in volunteers’ development is essential if they’re to be a truly evidence-based part of policing.

Sound bites

• “The public see a police officer – they don’t see ‘just a volunteer.’”
• “Most specials learn ‘evidence-based policing’ from whoever they’re paired with.”
• “If all your evidence comes from the canteen, you just recycle culture.”
• “We can’t sheep-dip volunteers and call it education.”
• “Evidence-based policing must include volunteers, not bypass them.”
• “I’d talk about evidence-informed policing – not just what’s in journals.”

Chapters
00:00 – Intro: Volunteers, Evidence and Policing TV
01:00 – Who Is Professor Pepper? Research and Background
02:00 – New Entry Routes and the Specials Learning Programme
04:00 – The Study: Evidence-Based Policing and Specials
06:00 – Where Specials Learn ‘Evidence-Based’ Practice
08:15 – From Evidence-Based to Evidence-Informed
10:15 – Closing Reflections: Valuing Volunteer Learning

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