Training on assisting those with neurodiverse conditions

Freedom of information request reference no: 01.FOI.22.026113

I note you seek access to the following information:

• Does this force provide mandatory training for its officers, in handling those with neurodiverse conditions, who come into contact with police?
o If so, could you provide details of this training? This might include how long it lasts, a brief outline of what is covered etc.
o If this force does not provide mandatory training for its officers in this area, could you provide details of any training which is offered?
• Could you provide any copies, if they exist, of this forces protocol/guidance documents for handling those with neurodiverse conditions (for example at arrest, or in police custody)
o If there is any separate protocol for autism, could you provide this as well?
• Lastly, does this force use autism alert cards?

Decision

I have today decided to disclose the located information to you in full.

Please find below information pursuant to your request above.

Does this force provide mandatory training for its officers, in handling those with neurodiverse conditions, who come into contact with police?
If so, could you provide details of this training? This might include how long it lasts, a brief outline of what is covered etc.
If this force does not provide mandatory training for its officers in this area, could you provide details of any training which is offered?

The subject of neurodiversity and supporting individuals with such conditions is a vast subject area. Student Police Officers (SPOs) are provided learning via a variety of inputs that would collectively contribute to a base of knowledge in this area. This includes inputs regarding vulnerable people, equality, diversity & inclusion, and policing communities.

The challenges around the available time within the initial learning period to cover all of the mandatory learning that allows an officer to reach full operational competence means that the vast and varied area of neurodiversity is not covered in depth at this stage of their learner journey.

At present there is an E learning package on College Learn which is mandatory for recruits to complete, which loosely covers specific learning differences. However it is blended with mental health conditions and does not provide specific insight into the many neuro divergences, as the main focus is mental health. Some details of this training can be found here:

“Mental Health and the Police

Duration: Approx 90 minutes
Description:
Mental Health and the Police is an introduction to the wider Mental Health and Learning Disabilities Programme. The modules will provide you with general awareness of mental health conditions and diversity, which includes classroom training and is part of the College’s National Policing Curriculum.”

In addition, all Student officers are required to complete an e-Learning package that covers, amongst other things, Learning Disabilities and Other Cognitive Conditions as well as Communication, Initial Response and Information and Support.

Student Constables, Trainee DC’S (External entry) and PCSO’S also receive instruction under the heading ‘Mental Ill Health Learning Disability & Autism’. The aim of the lesson is to raise the students’ awareness of people in the community who may have mental ill health, a learning difficulty or autism.

The lesson outlines powers that officers may use in situations involving people in a mental ill health crisis.

The learning outcomes for this lesson are as follows:

1. Define mental ill health and learning disability and recognise signs/behaviours which may be indicative of each.
2. Describe a range of learning disabilities to assist in being able to effectively communicate with and support the individual.
3. Define a range of police responses and powers to intervene in situations involving mental ill health.
4. Outline relevant provisions of the Mental Capacity Act 2005. Explore and recognise how your own mental health may be affected and how to access support.

Student Constables & Trainee DC’S (External entry) receive instruction under the heading Vulnerability Assessment Framework. The aim of the lesson is to:
• Examine the process of vulnerability assessment and examine how the ABCDE Vulnerability Assessment process can highlight underlying vulnerabilities.
• To define vulnerable victims, suspects and witnesses to highlight the importance of early intervention and to explore what additional support the MPS can offer them to help them access or work through the Criminal Justice System.

The learning outcomes for this lesson are as follows:

1. Explain the purpose of the Vulnerability Assessment Framework (VAF)
2. Define the following terms vulnerability and safeguarding
3. State the categories of person that could be vulnerable or intimidated
4. Define ‘Harm’
5. Label and explain the sections of the ABCDE vulnerability tool
6. Outline the importance of early intervention in preventing crime against vulnerable people
7. State and explain how ABCDE should be recorded on MERLIN
8. Apply the VAF to a scenario and assess its effectiveness at identifying underlying vulnerabilities
9. Explain how to access support networks for yourself and colleagues who may require support

Public Access Officers receive instruction under the heading ‘PAO Foundation –Vulnerability’. The aim of the lesson is to raise the students’ awareness about vulnerability and people in the community who have mental health difficulties and how to interact effectively.

The learning outcomes for this lesson are as follows:

1. Recognise the Vulnerability and provide examples.
2. Define Safeguarding.
3. State the component part of VAF and how it may assist in identifying vulnerability.
4. Define & differentiate between mental illness & Learning disability.
5. Outline best practice for dealing with such people.
6. Outline the PAO responsibilities under 136 of the Mental Health Act.

The Metropolitan Police has also recently introduced new recruit pathways to align with College of Policing learning outcomes. A Degree Apprenticeship for the period of 3 years or a Degree Holder Entry programme, for both uniform officers and detectives, for the period of 2 years.

The Student Police Officers (SPO’s) first year starts with 17 weeks university taught academic learning which includes key subjects that focus on safeguarding vulnerable Londoners. In the first two weeks they cover Police Powers/Human Rights & Equality and Engagement & Inclusion: Changing perspectives, Unconscious Bias, The Equality Act and Decision Making. Subjects covered in the following weeks are: What is Vulnerability, Vulnerable people and Risk, National Drivers for Policing Vulnerability, The importance of Policing Vulnerability.

SPOs also have training on crimes that affect vulnerable Londoners across all communities: Protection from harassment, stalking, hate crime and harmful practices.

This learning is further established in their second and/or third year of academic and practical training. All SPOs undertake research projects within their BCU’s to enable them to understand and engage with their communities and what that means for Policing London.

Of course, officers understanding of neurodiversity can be developed at various stages during their service. Support is available to officers and staff via the Disability Support Association.

Met Detention Command (MO9) have provided all of its staff (approx. 1200 staff including Inspectors, Sergeants and Designated Detention officers) with specific training on Neuro diversity, Autism and associated co-morbidity. This training was formulated after seeking feedback from various charities and support organisations including the National Autistic Society, and included modules developed by The University of Nottingham.

This training included awareness, understanding of conditions, prevalence in the criminal justice system, social communication, social interaction, social imagination, Restricted / Repetitive Behaviours, Sensory Differences and presentations.

The training explained both the legal and ethical requirements to make reasonable adjustments and provide support including how to amend logistics such as the physical environment and adapt the use of language.

This training has been spread over several modules and continues to form part of the ongoing professional development cycle for all Met Detention staff. Over the last period these modules have been given, between 2 and 4 hours of role specific input have been provided to all custody staff.

All of these training sessions are delivered and facilitated by people with lived experience of various Neuro diverse conditions including Autism and ADHD.

Could you provide any copies, if they exist, of this forces protocol/guidance documents for handling those with neurodiverse conditions (for example at arrest, or in police custody)
If there is any separate protocol for autism, could you provide this as well?

At this time there are no MPS policies or guidance within Met Detention that refer specifically to autism or other neuro diversity issues. This is currently being worked on but has not progressed to policy or guidance.

In the interim, Met Detention adopts the NAS guidance for police officers and seeks to use embedded staff with lived experience of autism, ODD, ADHD, Tourette’s, dyslexia, etc. to provide real time support to staff and those detained who may have such conditions and requirements.

In addition, there is guidance on our intranet, which links to external advice which can be followed. A copy of which has been published here:

Autism Booklet for PolicenOfficers.pdf

Lastly, does this force use autism alert cards?

The MPS does use autism alert cards.