Policing Education Qualifications Framework (PEQF): Student Confidence, Engagement, and Wellbeing

Abstract

This report is an addendum to an earlier report by Birdsall et al. (2022) for Lancashire
Constabulary, titled ‘Comparison of Students’ Views Across Police Entry Routes’. The initial
report included a study which analysed the responses of students (trainee police officers) who
were undergoing new educational entry routes into policing (IPLDP, PCDA, DHEP), to a survey
conducted by Lancashire Constabulary. The survey focused on students’ confidence,
engagement, wellbeing, and views across the different entry routes.

Responses were measured at three different time points, after weeks one, twenty-four (end of
classroom phase) and thirty-four (end of tutor phase). The focus for week one was capturing
student motivations for joining the police and preparedness for their course. The end of
classroom and end of tutor phases measures were concerned with students’ confidence,
engagement, and well-being, as well as reviews of each phase. The initial report statistically
compared responses between cohorts at earlier time points of the course (weeks 1, 24, and
34). The study for this report focused on the longitudinal aspects of the survey, namely
confidence, engagement, and wellbeing and provides insight into change over the period of
the courses within and between the three different cohorts.