Public safety, education and the common good

As a strong advocate for education, treatment and rehabilitative programming for incarcerated individuals, I had the privilege of attending the JPEN convening held at the University of Notre Dame in October of 2024. Over the course of two days, engaging with so many dedicated professionals reinforced my long-held beliefs about the role corrections agencies play in the broader public safety framework.

Corrections agencies are responsible for the care, custody and control of individuals serving criminal sentences, maintaining safe and secure environments while protecting the community. This will always be the top priority. However, they also have a duty to offer meaningful, transformative opportunities to those in their care. Correctional administrators should reflect on their responsibility to public safety once a person is released. Have we effectively contributed to enhancing public safety?

While confinement and removal from society undeniably contributes to public safety, in most cases the confinement is finite, as most will eventually return to our communities. Where is the public safety value if someone is released the same, or worse, than when they entered prison? What is the return on the significant taxpayer investment in correctional expenditure? I believe we have an obligation to the communities we serve to offer the best possible education, treatment and rehabilitative opportunities to foster meaningful change.

The benefits of education for incarcerated people positively impact on our communities. Research consistently demonstrates that those who participate in educational programs while incarcerated have significantly lower recidivism rates, and higher employment rates, compared to those who do not.

Lower recidivism rates translate to reduced spending on policing, courts and corrections. It means people are leading healthier, more pro-social lives and are less likely to rely on state subsidized services. Those who participate in education have greater rates of employment post release and earn better wages than those who do not. Employment not only provides a means of support but also offers greater self-sufficiency. The more individuals are employed, the greater their contribution to tax revenue and their role as contributing members of society. Reduced recidivism leads to fewer victims, which means lower costs to repair harms caused, and most importantly, the human toll of victimization can never be quantified! This supports the idea that prison education is a cost-effective public safety strategy over time.

Education offers the opportunity to develop critical thinking, logic and reasonings skills, as well as well-rounded value systems. Education helps shape pro-social attitudes and social skills that contribute to successful social functioning. These are critically important variables that help people make difficult decisions. Education empowers individuals by fostering a sense of self-reliance and confidence in their abilities, leading to greater independence and freedom.

In Massachusetts we have great partnerships with Boston College, Tufts University, Emerson College, Boston University, Bunker Hill Community College, Wachusett Community College and Ben Franklin Institute. These partnerships do not come without their challenges and the road to education inside our prisons is sometimes marked with potholes and speed bumps. There is plenty of work to be done for sure.

These partnerships require complete alignment and support. Understanding philosophies, roles, procedures and practices is critical to success, this is achieved through thoughtful and intentional communication, openness and flexibility. Institutions that could not be any starker in their differences are integrating; it’s eye-opening for all parties and the need to “educate” has never been more real.

Large systems and institutions of all types are complex and tend to be rigid, navigating the numerous administrative and bureaucratic obstacles related to policy and infrastructure can be exhausting. However, the benefit for all parties is the challenge to conventional system thinking. Relationships between institutions of higher education and correctional institutions require outside the box, forward thinking. For example, correctional leadership re-examining what punishment, accountably and incarceration means beyond the immediate, can be difficult. Finding the balance between security, safety and rehabilitation is not easy and decision making is always second guessed when things go wrong. Make no mistake, without safety and security, no amount of education or rehabilitative programing will ever be effective.

Within the corrections perspective, leadership needs to be creative. Skepticism is natural and the concerns of staff are real and should be validated. Administrators would be well served to address concerns head on in a constructive manner, consistently communicating the value to the entire correctional community, as well as the “why” and “how.” From a security perspective, people involved in education are occupied, and work environments are safer.

It is crucial that our educational partners approach this work with an open mind and a willingness to adapt. The structure and restrictions within a correctional setting are designed to manage risks and maintain order. While policies may seem rigid, they serve a purpose in ensuring the safety of both staff and incarcerated individuals. Our educational partners need to challenge their own conventual thinking to understand the unique challenges and realities of correctional environments. Building relationships with staff, respecting procedure and being flexible can help foster a more effective and collaborative learning environment. By doing so, educators can make a meaningful impact while working within the boundaries of the system.

Achieving success in this work will be challenging and will require all stakeholders to foster collaboration, mutual understanding and a shared commitment to progress. We can acknowledge the commitment of individuals in prison-based educational programs, people who are actively choosing personal growth. This should be a reminder that professional and organizational development requires stepping beyond comfort zones. Just as many incarcerated individuals push themselves to learn and evolve, we to, should approach our roles with an open mind, challenge our assumptions, and engage in collaborative efforts for greater good.

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