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Purpose – This chapter explores how select “evidence-based” police scholars act as gatekeepers to research opportunities, in Canada, thus impeding critical research that pertains to Black communities.

Methodology/Approach – Using the critical race method of counter-storytelling, the following narrative demonstrates how race and racism may play a role in the collection and dissemination of research that examines racial bias in Canadian policing. This methodology aims to refute the notion of critical objectivity, which is often used to promote the principles of evidence-based policing (EBP).

Findings – Findings suggest that through various powers and levels within both the policing and academic community, a select number of scholars have influence over Canadian policing research that explores racial bias and discrimination. As such, research that may help to develop effective and efficient policing programs to address racial bias, is thwarted.

Originality – No Canadian study explores anti-racist training programs or evaluates their effectiveness. This chapter demonstrates that this may be the result of gatekeeping. The following chapter provides insight into how this is done within EBP circles.

As the police service across England and Wales moves towards degree-level study for new recruits as a component of recognising the profession of policing, this paper describes and discusses the introduction of the Police Constable Degree Apprenticeship (PCDA) and the core skills of evidence-based policing (EBP) as an educational theme for solving work-based problems.

Authored by both policing practitioners and researchers, this paper refers to key literature whilst exploring the implementation of the PCDA as a component of a Policing Education Qualifications Framework (PEQF). It highlights some of the challenges faced with its implementation along with the benefits of the adopting this degree-level education and work-based programme where EBP is embedded in to both study and professional practice.

There are significant benefits to the police service of adopting the PCDA as one of the entry routes for new police constables and embracing the educational development and professional application of EBP. However, this does not come without a number of challenges for the service and the professional body for policing.

This paper, co-authored by both policing practitioners and researchers, provides a contemporary view on the introduction of the PCDA as an initial entry route for new police constables and the embedding of EBP within both their learning and professional practice. As the first graduates complete their studies, the paper discusses the opportunities the adoption presents and the challenges it faces both locally and nationally.

Job stressor exposure is associated with mental health in police officers. Police stress research rarely draws a distinction between urban and rural policing, raising the possibility that stressors specific to the rural context remain unidentified and their implications unknown. This may hinder actions to protect the mental health of those involved in policing rural communities.

Among rural policing teams in an English county police force this study used an exploratory sequential mixed method design to (1) identify and quantify exposure to rural policing stressors and (2) examine links between job stressor exposure and psychological distress.

Interviews (N = 34) identified three rural policing job stressor themes: (1) job demands, (2) isolation and (3) critical decisions. Survey data (N = 229) indicated significant differences in exposure by rank to demand and critical decision stressors, with police community support officers (PCSOs) reporting lower exposure than officers of constable and sergeant rank. Overall, 44% of respondents reported symptoms of psychological distress indicative of likely minor psychiatric disorder; higher levels of psychological distress were associated with higher stressor exposure across all three job stressor themes for PCSOs and constables and within the job demand theme for sergeants.

Findings point towards practical actions focussed on resource provision for officers and a research strategy to ameliorate the impact of stressors in English rural policing.

The article first examines whether police hiring decisions represent a zero-sum game where hires from one under-represented group (e.g. White women) reduce the number of hires made from other under-represented groups (non-White men and/or non-White women). Second, we explore whether agencies that hire more members of underrepresented groups achieve more diverse applicant pools in future hiring cycles. Negative binomial regression techniques are used in both analyses.

Data for this study come from the Commission on Accreditation for Law Enforcement Agencies (CALEAs) from 2011 to 2016. These data are divided into two periods: Period A (2011–2013) and Period B (2014–2016). The two periods are combined to assess a zero-sum effect. Then, Period A data on hiring decisions is used to estimate the diversity in applicant pools in Period B.

Results from this study provided little evidence of a zero-sum effect. It does not seem that agencies that hire from one under-represented group are less likely to hire from others. Instead, agencies that have shown a commitment to diversification are more likely to make additional hires from under-represented groups. We also found evidence of a relationship between Period A hires and Period B applicant pools for Hispanic women, but not for other groups. Broadly, we found that agencies where a larger share of officers are women were more likely to hire more women applicants.

Previous research examining zero-sum effects in hiring rely on officer rosters rather than specific applicant and hiring data. The data used in this study allows for a more precise examination of hiring decisions, and allows us to link hiring decisions to future applicant pool composition.

The research aim of this article is to generate novel insights into how public sector organizations (PSOs) strategically communicate with the public about critical issues on social media. To this end, the study explores the public's experiences of the Swedish Police's sense of safety communication on Instagram in the third largest city in Sweden, where the lack of a sense of public safety is a main societal challenge.

The research was designed as a case study employing photo-elicitation interviews as a method to collect the empirical material. A phenomenography approach was used to analyze public experiences of the Swedish Police's Instagram communication in Malmö, Sweden.

Findings show that the police's strategic communication of safety on Instagram is experienced along the dimensions of a sense of protection, a sense of proximity and a sense of ambiguity. Taken together, these dimensions broaden and develop the knowledge of what communicating a sense of safety in the public sphere entails.

This study adds to previous research on strategic communication in public sector organizations by demonstrating what strategic communication accomplishes at the receiving end outside of the organization.

As the education of new police constables moves to degree level, this paper explores the introduction of Evidence-Based Policing (EBP) as a pillar of the evolution of the police service as a profession.

Combining a review of key literature and explorations of practice, the current situation, challenges, and benefits of the adoption of EBP as philosophy are explored.

The benefits to the police service and individuals of wholeheartedly adopting EBP are huge; however, such adoption does not come without challenges.

This paper provides a contemporary snapshot in relation to the process of embedding EBP across the new educational routes to joining the police service. The opportunities provided by adopting EBP as philosophy across the service will assist in supporting and strengthening the sustainability of policing locally, nationally, and internationally.

This study aims to examine how subgroups within a cohort of Swedish police students value different types of curricula content (i.e. new competencies versus enduring ones) in the context of the currently transforming landscape of basic police training.

Drawing on a Swedish national survey (N = 369), the study examined variations in how students value new versus enduring police curricula content based on sociodemographic factors. Specifically, factors such as student age and gender and the institutional arrangements of education were tested using an independent t test.

The study identified differences in values based on gender. Female students valued competencies such as communication, flexibility, diversity and decisiveness as more important in an educational setting than did males. Fewer differences were found in relation to institutional arrangement, and in-house students valued flexibility and communication skill as more important for educational curricula compared to university-based students. No differences were found in relation to age.

This study adds knowledge to the question of how changes in occupational education policy develop in practice. More specifically, the study explored how students in educational programmes value new versus enduring competencies and whether differences can be identified based on sociodemographic factors. These questions are important because they expose sociodemographic conditions that influence how students value policy-driven skills versus enduring ones.