This is a guest blog by Cassie Edmiston, Head of Fundraising and External Affairs at Prisoners’ Education Trust.
Getting connected
I’m of an age where I remember the time before the internet. I looked things up in books and wrote everything by hand. When I finally got my first mobile phone, I used it for calls, texting and playing Snake. Now though, what a wonder technology is. On my mobile phone, I can videocall, take photos, connect on social media, listen to music and watch TV. I have an app to contact my GP and an app for banking. And that’s without even mentioning the advances with AI.
At times when writing our new briefing, Getting Connected: Digital provision and education in prison, I felt like I’d returned to the past. Handwritten assignments, slow communication by post between learners and tutors, limited access to devices and the internet. Learners in prison kept in the digital dark ages.
Learning in the community
Digital technology is fundamental to learning outside prison and embedded across schools and further and higher education institutions. Digital tools and platforms are used for core learning with online materials and lectures – tracking learner progression, providing support to learners with additional needs, and delivering innovative teaching, for example using Virtual Reality.
The rapid pace of change creates challenges, but generally technology brings wide ranging benefits to learners and educators.
One of the most significant impacts of digital technology is the potential for widening educational access. Virtual classrooms and learning platforms provide opportunities for people unable to attend classes in person and enable people to engage with learning at a pace that suits their needs. The ability to collaborate through shared documents, virtual labs or online discussion spaces enriches learning experiences.
Digital exclusion
Though there have been improvements in recent years, digital access in prison still has far to go, especially with the increasing pace of change outside prison walls.
This creates serious challenges. As one expert I spoke to for our briefing said, “The inability to access interactive digital content, submit work electronically, or engage in direct communication with tutors are all major obstacles.”
Increasing digital literacy is a priority for the government but their Digital Inclusion Action Plan, published in 2025, does not reference people in prison.
Nevertheless, the plan recognises the severe consequences of digital exclusion: “Whether you lack access to a stable and affordable internet connection, the right sort of device, or the skills needed to complete tasks confidently and safely online, the consequences can be devastating. It is harder to search for and apply for jobs. Goods and services are more expensive if you cannot access online deals. Accessing essential services takes longer.”
Research shows the positive impact that access to digital technology can have in prison and on release. One study evidenced that people in prison with digital access “felt much more in control of their lives in prison and much more confident in coping with technology in the outside world” which resulted in a reduction in disciplinary offences in prison and a reduction in reoffending on release.
A digital vision
To move forward in a clear direction, a vision for the future is needed as well as a strategy for getting there. A critical recommendation in our briefing is for the Ministry of Justice to articulate and share a long-term vision for digital learning in prison. This will help the Ministry of Justice and HM Prison and Probation Service (HMPPS) move towards a more robust digital culture, embedding digital learning across the prison estate.
To support this, it is important that we have a clear understanding of what digital access is available where. Our briefing provides an overview but it has been challenging to develop a clear picture as a result of different education providers, a mix of new and legacy systems, and different levels of staff knowledge.
A key recommendation is that HMPPS conduct and share a summary of provision so all stakeholders have a better understanding.
Creating a digital culture
A clear vision and strategy will help to create a structure for digital learning, but to create a digital culture, there is more to do.
Education and course providers must have clear specifications for developing digital content on the available platforms in prison. Prison staff should have the training they need to build their own confidence in using digital tools, and prison leadership must prioritise purposeful activity, education and digital learning in their regimes.
As a check and measure, the inspectorates (HM Inspectorate of Prisons, Ofsted and Estyn) also have a role to play in capturing how technology is used in the establishments they inspect. A consistent approach to this will help to monitor provision, detect gaps and understand the impact.
A digital future
Digital access has significant potential to help people build their skills and knowledge and prepare for release. We hope this briefing will act as a challenge and prompt for the Ministry of Justice, HMPPS and prison leaders to ensure people in prison are not left behind.
Making the prison education experience comparable to what is available in the community will enable learners to reach their full potential — benefiting them, those around them in prison, and ultimately the communities to which they will return.
Illustration by PET Lived Experience Consultant, Erika Flowers – find more of her work here.
