Studying in secure environments

Education has long been recognised as one of the most effective tools for rehabilitation and personal development within the criminal justice system (CJS). The Open University (OU) is a major provider of higher education for people living in secure settings in the UK, such as prisons and secure hospitals. By giving people the opportunity to study while in custody, the OU promotes not only academic achievement but also confidence, structure, and hope for the future.

Studying in a secure environment presents unique challenges and opportunities. Many learners begin with little formal education or negative past experiences of schooling, but through structured distance learning and support, they are able to build knowledge, skills, and self-worth. This article explores how the OU operates within secure environments in the UK, who can study, and the main strengths and limitations of the system.

To study with the OU in a secure environment, individuals must meet certain eligibility criteria. Generally, they need to have at least six months left on their sentence at the time of enrolment and be serving a total of no more than seven years. This requirement helps ensure that learners have sufficient time to complete their modules and assessments. Those on shorter sentences may also study if arrangements are made to continue their studies after release, while those on longer sentences might face additional restrictions depending on their institution’s policies.

Prison education departments and the Students in Secure Environments (SiSE) team at The Open University help eligible learners choose suitable courses, and support them throughout their studies. Many students begin with an Access module, which is designed to introduce academic writing, time management and study skills, before moving on to degree-level modules in areas such as psychology, business, health and social care, or the arts.

Unlike traditional university students, learners in custody do not usually have access to the internet. Because of this, the OU provides printed study material and DVDs, and in some establishments, secure laptops are used for limited digital learning. Assignments are completed by hand or on a secure system and then sent to tutors, who mark the work and offer feedback by post.

Support is also available from prison education staff, mentors and OU tutors who visit prisons where possible. This combination of independent learning and guided support allows students to work at their own pace while still receiving the feedback and encouragement they need.

One of the greatest strengths of the OU model is its accessibility; it gives people in custody the chance to pursue recognised qualifications that might otherwise be out of reach. The flexibility of distance learning allows students to study and fit it around their daily routines or prison jobs.

Education also provides a positive focus within the prison environment. Many students describe studying as a way to regain a sense of control, purpose, and self-respect. Learning can also have major rehabilitative benefits. Research consistently shows that individuals who engage in education while in prison are significantly less likely to reoffend upon release. This fact is often because education helps improve self-discipline, confidence, and motivation. These are qualities that are valuable in both employment and everyday life.

Another strength lies in the development of transferable skills. Through study, learners build critical thinking, communication, time management, and problem-solving abilities. These skills can be applied to a wide range of jobs, and help individuals reintegrate into society after release.

Despite its many benefits, studying in a secure environment also comes with significant challenges. One of the main limitations is the lack of internet access, which prevents students from conducting online research or using the OU’s virtual learning environment in the same way as regular students. This can make studying more isolating and can slow down communication with tutors.

Limited resources and space can also be barriers. Access to study areas or computers often depends on the prisons' routines, staffing levels, or security priorities. In some cases, frequent prison transfers can interrupt study progress or delay the delivery of material.

The pace of communication can also be frustrating. Assignments and feedback often take longer to exchange due to postal systems and internal security checks. This delay can make it harder for learners to stay motivated or feel connected to their tutors.

Finally, distance learning requires a high level of self-discipline and motivation. Without direct contact with classmates or regular online interaction, students must rely on their determination to stay focused, which can be difficult in the often stressful and unpredictable environment of a secure institution.

The impact of studying with the OU goes far beyond gaining a qualification. For many learners, it represents a turning point; a chance to change direction, rebuild confidence, and develop a more positive sense of identity. Education provides people in custody the tools to think critically about their choices and their futures.

From a wider social perspective, offering education in secure environments supports rehabilitation and public safety. People who leave prison with education and skills are more likely to find employment and less likely to reoffend, benefitting both the individual and the community. The OU’s commitment to their work reflects a belief that learning should be available to everyone, regardless of their circumstances.

Studying with the OU in a secure environment is not easy, but it can be life-changing. It allows people serving up to seven years to develop knowledge, confidence, and transferable skills that prepare them for a fresh start. Although there are challenges such as limited technology, restricted communication, and the need for strong self-motivation, the benefits – from improved self-esteem to reduced reoffending – are significant.

Through its inclusive approach and strong support systems, the OU demonstrates that education can reach even the most restricted environments. Ultimately, providing access to learning in custody not only helps individuals rebuild their lives but also contributes to creating safer and more hopeful communities.

• Ministry of Justice (2018). Education and Employment Strategy. HM Government
• The Open University (2023). Studying in Secure Environments (www.open.ac.uk/secure-environments)
• Prisoners Education Trust (2022). The Role of Education in Reducing Reoffending